The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency

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

doi:10.1097/01.NEP.0000000000001163

The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency

Nurs Educ Perspect. 2023 Nov-Dec;44(6):E33-E38. doi: 10.1097/01.NEP.0000000000001163. Epub 2023 Jul 26.

Authors

Cynthia Sherraden Bradley¹, Brandon Kyle Johnson, Aimee Woda, Jamie Hansen, Ann Loomis, Kristina Thomas Dreifuerst

Affiliation

¹ About the Authors Cynthia Sherraden Bradley, PhD, RN, CNE, CHSE, ANEF, is assistant professor and director of simulation, University of Minnesota School of Nursing, Minneapolis, Minnesota. Brandon Kyle Johnson, PhD, RN, CHSE, is associate professor and associate dean for simulation, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas. Aimee Woda, PhD, RN, BC, is associate professor, Marquette University College of Nursing, Milwaukee, Wisconsin. Jamie Hansen, PhD, RN, CNE, is a clinical professor, Carroll University College of Health Sciences, Waukesha, Wisconsin. Ann Loomis, PhD, RN, CNEcl, is a clinical assistant professor, Purdue University School of Nursing, West Lafayette, Indiana. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, FAAN, is professor and director, PhD Program, Marquette University College of Nursing. This research was supported by a National League for Nursing Research Grant. For more information, contact Dr. Bradley at cbradley@umn.edu .

PMID: 37493400
DOI: 10.1097/01.NEP.0000000000001163

Abstract

Aim: This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing.

Background: Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes.

Method: Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points.

Results: Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed.

Conclusion: The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.