Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback
Background: Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. Purpose: The purpose of this study was to develop and test...
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Ovid Technologies (Wolters Kluwer Health)
2023
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Online Access: | http://dx.doi.org/10.1097/nne.0000000000001405 https://journals.lww.com/10.1097/NNE.0000000000001405 |
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crovidcr:10.1097/nne.0000000000001405 2024-06-23T07:52:22+00:00 Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback Woda, Aimee Bradley, Cynthia Sherraden Johnson, Brandon Kyle Hansen, Jamie Loomis, Ann Pena, Sylvia Singh, Maharaj Dreifuerst, Kristina Thomas 2023 http://dx.doi.org/10.1097/nne.0000000000001405 https://journals.lww.com/10.1097/NNE.0000000000001405 en eng Ovid Technologies (Wolters Kluwer Health) Nurse Educator volume 48, issue 5, page 254-259 ISSN 1538-9855 0363-3624 journal-article 2023 crovidcr https://doi.org/10.1097/nne.0000000000001405 2024-06-04T06:02:00Z Background: Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. Purpose: The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). Methods: Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). Results: Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. Conclusion: The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML. Article in Journal/Newspaper DML Ovid Nurse Educator 48 5 254 259 |
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English |
description |
Background: Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. Purpose: The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). Methods: Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). Results: Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. Conclusion: The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML. |
format |
Article in Journal/Newspaper |
author |
Woda, Aimee Bradley, Cynthia Sherraden Johnson, Brandon Kyle Hansen, Jamie Loomis, Ann Pena, Sylvia Singh, Maharaj Dreifuerst, Kristina Thomas |
spellingShingle |
Woda, Aimee Bradley, Cynthia Sherraden Johnson, Brandon Kyle Hansen, Jamie Loomis, Ann Pena, Sylvia Singh, Maharaj Dreifuerst, Kristina Thomas Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
author_facet |
Woda, Aimee Bradley, Cynthia Sherraden Johnson, Brandon Kyle Hansen, Jamie Loomis, Ann Pena, Sylvia Singh, Maharaj Dreifuerst, Kristina Thomas |
author_sort |
Woda, Aimee |
title |
Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
title_short |
Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
title_full |
Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
title_fullStr |
Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
title_full_unstemmed |
Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback |
title_sort |
testing the impact of an asynchronous online training program with repeated feedback |
publisher |
Ovid Technologies (Wolters Kluwer Health) |
publishDate |
2023 |
url |
http://dx.doi.org/10.1097/nne.0000000000001405 https://journals.lww.com/10.1097/NNE.0000000000001405 |
genre |
DML |
genre_facet |
DML |
op_source |
Nurse Educator volume 48, issue 5, page 254-259 ISSN 1538-9855 0363-3624 |
op_doi |
https://doi.org/10.1097/nne.0000000000001405 |
container_title |
Nurse Educator |
container_volume |
48 |
container_issue |
5 |
container_start_page |
254 |
op_container_end_page |
259 |
_version_ |
1802643654436716544 |