Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback.
Nurse Educ
; 48(5): 254-259, 2023.
Article
em En
| MEDLINE
| ID: mdl-37000866
ABSTRACT
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.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Competência Clínica
/
Treinamento por Simulação
Limite:
Humans
Idioma:
En
Revista:
Nurse Educ
Ano de publicação:
2023
Tipo de documento:
Article
País de publicação:
EEUU
/
ESTADOS UNIDOS
/
ESTADOS UNIDOS DA AMERICA
/
EUA
/
UNITED STATES
/
UNITED STATES OF AMERICA
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US
/
USA