Pilot Testing the Debriefing for Meaningful Learning Evaluation Scale
Background Debriefing for Meaningful Learning (DML), an evidence-based debriefing method, promotes thinking like a nurse through reflective learning. Despite widespread adoption of DML, little is known about how well it is implemented. To assess the effectiveness of DML implementation, an evaluative...
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| Format: | Text |
| Language: | English |
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e-Publications@Marquette
2016
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| Online Access: | https://epublications.marquette.edu/nursing_fac/652 https://epublications.marquette.edu/context/nursing_fac/article/1653/viewcontent/dreifuerst_13804.pdf https://epublications.marquette.edu/context/nursing_fac/article/1653/filename/0/type/additional/viewcontent/dreifuerst_13804acc.docx |
| Summary: | Background Debriefing for Meaningful Learning (DML), an evidence-based debriefing method, promotes thinking like a nurse through reflective learning. Despite widespread adoption of DML, little is known about how well it is implemented. To assess the effectiveness of DML implementation, an evaluative rubric was developed and tested. Sample Three debriefers who had been trained to use DML at least 1 year previously, submitted five recorded debriefings each for evaluation. Methods Three raters who were experts in DML scored each of the 15 recorded debriefing session using DML Evaluation Scale (DMLES). Observable behaviors were scored with binary options. These raters also assessed the items in the DMLES for content validity. Results Cronbach's alpha, intraclass correlation coefficients, and Content Validity Index scores were calculated to determine reliability and validity. Conclusion Use of DMLES could support quality improvement, teacher preparation, and faculty development. Future testing is warranted to investigate the relationship between DML implementation and clinical reasoning. |
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