Transforming Debriefing By Exploring Faculty Preparation and Use with the Debriefing for Meaningful Learning Inventory

2.50
Hdl Handle:
http://hdl.handle.net/10755/622079
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Transforming Debriefing By Exploring Faculty Preparation and Use with the Debriefing for Meaningful Learning Inventory
Other Titles:
Transforming Nursing Knowledge, Education, and Practice Through Pre-Briefing and Debriefing [Symposium]
Author(s):
Bradley, Cynthia Sherraden
Lead Author STTI Affiliation:
Non-member
Author Details:
Cynthia Sherraden Bradley, PhD, Department of Nursing, University of Central Missouri, Lee's Summit, MO, USA
Abstract:

In this interactive session, nursing researchers will present findings from their work on prebriefing and debriefing applicable to simulation and clinical settings in academe and practice. Speakers will engage the audience in a discussion of ways to translate these findings into strategies that can transform nursing knowledge, education and practice.

Purpose:  The purpose of this study was to look at the relationship between training received in debriefing using an evidence based debriefing method and the application of that training into educational practice. Debriefing is the most significant component of simulation, and faculty report varied ways of receiving training (Waznonis, 2015) yet the impact of debriefer training on how a debriefing method is applied has not been reported. Although training of debriefers in the use of a structured debriefing method is recommended by regulating bodies and international nursing organizations following the methods used in the NCSBN National Simulation Study (Alexander et al., 2015; Jeffries, Dreifuerst, Kardong-Edgren & Hayden, 2015), a description of its impact on the understanding and application of debriefing is unknown.

An evidence-based debriefing method adopted widely across nursing curricula is Debriefing for Meaningful Learning©(DML). DML promotes the development of clinical reasoning among nursing students, yet little is known regarding how debriefers trained in this method use it, or the resulting impact on nursing knowledge and practice (Dreifuerst, 2015).

Methods:  To measure the understanding and application of the central concepts of DML, the DML Inventory (DMLI) was developed using the Debriefing for Meaningful Learning Evaluation Scale (Author & Dreifuerst, 2016) and psychometrically tested for validity. The DMLI was then used to quantify the debriefing behaviors of 234 debriefers during simulation debriefing with baccalaureate nursing students.

Results:  Statistically significant differences were found between debriefers in their understanding and application of DML, based on the training sources received. The DMLI data revealed that DML trained debriefers consistently apply DML behaviors after receiving training, and application increased in consistency with multiple training sources. Statistically significant interactions were found between groups in the application of DML and understanding of the central concepts of the method.

Conclusion:  This study contributes to the growing body of knowledge of debriefing and provides a tested instrument to be used for assessing debriefers using DML. The findings demonstrate the impact of the type of training on how structured debriefing methods are implemented, which could improve future debriefing training for simulation and clinical experiences. This session will include a description of the development, testing, and use of the DMLI and an interactive discussion of implications from these findings for transforming nursing knowledge, education and practice globally.

Keywords:
Debriefing; Debriefing Facilitator; Debriefing Training
Repository Posting Date:
24-Jul-2017
Date of Publication:
24-Jul-2017
Other Identifiers:
INRC17L05
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship
Note:
One combined slide deck was submitted for all presentations in the symposium. This slide deck will be attached to other records in the repository. This presentation is the last one on the slidedeck.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleTransforming Debriefing By Exploring Faculty Preparation and Use with the Debriefing for Meaningful Learning Inventoryen_US
dc.title.alternativeTransforming Nursing Knowledge, Education, and Practice Through Pre-Briefing and Debriefing [Symposium]en
dc.contributor.authorBradley, Cynthia Sherradenen
dc.contributor.departmentNon-memberen
dc.author.detailsCynthia Sherraden Bradley, PhD, Department of Nursing, University of Central Missouri, Lee's Summit, MO, USAen
dc.identifier.urihttp://hdl.handle.net/10755/622079-
dc.description.abstract<p><span>In this interactive session, nursing researchers will present findings from their work on prebriefing and debriefing applicable to simulation and clinical settings in academe and practice. Speakers will engage the audience in a discussion of ways to translate these findings into strategies that can transform nursing knowledge, education and practice.</span></p> <p><strong>Purpose: </strong><span> The purpose of this study was to look at the relationship between training received in debriefing using an evidence based debriefing method and the application of that training into educational practice. Debriefing is the most significant component of simulation, and faculty report varied ways of receiving training (Waznonis, 2015) yet the impact of debriefer training on how a debriefing method is applied has not been reported. Although training of debriefers in the use of a structured debriefing method is recommended by regulating bodies and international nursing organizations following the methods used in the NCSBN National Simulation Study (Alexander et al., 2015; Jeffries, Dreifuerst, Kardong-Edgren & Hayden, 2015), a description of its impact on the understanding and application of debriefing is unknown.</span></p> <p>An evidence-based debriefing method adopted widely across nursing curricula is Debriefing for Meaningful Learning©(DML). DML promotes the development of clinical reasoning among nursing students, yet little is known regarding how debriefers trained in this method use it, or the resulting impact on nursing knowledge and practice (Dreifuerst, 2015).</p> <p><strong>Methods: </strong> To measure the understanding and application of the central concepts of DML, the DML Inventory (DMLI) was developed using the Debriefing for Meaningful Learning Evaluation Scale (Author & Dreifuerst, 2016) and psychometrically tested for validity. The DMLI was then used to quantify the debriefing behaviors of 234 debriefers during simulation debriefing with baccalaureate nursing students.</p> <p><strong>Results: </strong> Statistically significant differences were found between debriefers in their understanding and application of DML, based on the training sources received. The DMLI data revealed that DML trained debriefers consistently apply DML behaviors after receiving training, and application increased in consistency with multiple training sources. Statistically significant interactions were found between groups in the application of DML and understanding of the central concepts of the method.</p> <p><strong>Conclusion: </strong> This study contributes to the growing body of knowledge of debriefing and provides a tested instrument to be used for assessing debriefers using DML. The findings demonstrate the impact of the type of training on how structured debriefing methods are implemented, which could improve future debriefing training for simulation and clinical experiences. This session will include a description of the development, testing, and use of the DMLI and an interactive discussion of implications from these findings for transforming nursing knowledge, education and practice globally.</p>en
dc.subjectDebriefingen
dc.subjectDebriefing Facilitatoren
dc.subjectDebriefing Trainingen
dc.date.available2017-07-24T18:59:17Z-
dc.date.issued2017-07-24-
dc.date.accessioned2017-07-24T18:59:17Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
dc.description.noteOne combined slide deck was submitted for all presentations in the symposium. This slide deck will be attached to other records in the repository. This presentation is the last one on the slidedeck.-
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.