Keywords

debriefing, simulation, learning process, learning and engagement behaviors, debriefing evaluation

Abstract

Background: Debriefing is considered to be where the bulk of learning takes place. Examination of debriefing is needed to help determine if facilitation methods effectively contribute to the learning process. More instruments are needed to evaluate all key debriefing elements, and no tools exist that evaluate participant engagement in the learning process.

Method: Kolb’s experiential learning theory was used to inform tool development. The focus of the new instrument is behaviors that indicate engagement with the learning process as the learner moves through Kolb’s learning cycle. A qualitative study of debriefing facilitators was performed, and a behaviorally anchored instrument was then created. A subject matter expert review process was used to help establish validity. Reliability was evaluated in a research study looking at inter-rater consistency.

Results: The new instrument is used to count learning and engagement behaviors that are exhibited in a debriefing session.

Conclusion: The instrument is ready for use in debriefing research studies, helping evaluate participant engagement in the learning process by identifying learning and engagement behaviors that they may exhibit during a debriefing.

Original Publication Citation

Reed, S. J. (2020). Measuring learning and engagement during debriefing: A new instrument. Clinical Simulation in Nursing, 46, 15-21.

Document Type

Peer-Reviewed Article

Publication Date

2020-05-18

Publisher

Clinical Simulation in Nursing

Language

English

College

Nursing

University Standing at Time of Publication

Associate Professor

Included in

Other Nursing Commons

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