Testing the Impact of an Asynchronous Online Training Program with Repeated Feedback

Aimee Woda; Cynthia Sherraden Bradley; Brandon Kyle Johnson; Jamie Hansen; Ann Loomis; Sylvia Pena; Maharaj Singh; Kristina Thomas Dreifuerst

doi:10.1097/NNE.0000000000001405

Testing the Impact of an Asynchronous Online Training Program with Repeated Feedback

Aimee Woda, Cynthia Sherraden Bradley, Brandon Kyle Johnson, Jamie Hansen, Ann Loomis, Sylvia Pena, Maharaj Singh, Kristina Thomas Dreifuerst

Academics (Nursing)

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

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.

Original language	English (US)
Pages (from-to)	254-259
Number of pages	6
Journal	Nurse educator
Volume	48
Issue number	5
DOIs	https://doi.org/10.1097/NNE.0000000000001405
State	Published - Sep 1 2023

Bibliographical note

Publisher Copyright:
© 2023 Lippincott Williams and Wilkins. All rights reserved.

Keywords

debriefing
nursing faculty
simulation
teaching
training

PubMed: MeSH publication types

Journal Article

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1097/NNE.0000000000001405

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Cite this

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title = "Testing the Impact of an Asynchronous Online Training Program with Repeated Feedback",

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.",

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AU - Bradley, Cynthia Sherraden

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AU - Hansen, Jamie

AU - Loomis, Ann

AU - Pena, Sylvia

AU - Singh, Maharaj

AU - Dreifuerst, Kristina Thomas

PY - 2023/9/1

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AB - 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.

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Testing the Impact of an Asynchronous Online Training Program with Repeated Feedback

Abstract

Bibliographical note

Keywords

PubMed: MeSH publication types

UN SDGs

Access

OpenUrl availability

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