debriefing, simulation, learning process, learning and engagement behaviors, debriefing evaluation
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.
BYU ScholarsArchive Citation
Reed, Shelly Jensen, "Measuring Learning and Engagement during Debriefing: A New Instrument" (2020). Faculty Publications. 5324.
Clinical Simulation in Nursing
© 2020 International Nursing Association for Clinical Simulation and Learning.
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