Medicine and Health Sciences Commons^™

Early Evidence For Using A Train-The-Trainer Program To Teach Debriefing For Meaningful Learning, Aimee A. Woda, Cynthia Sherraden Bradley, Brandon Kyle Johnson, Jamie Hansen, Sylvia Pena, Nolan Cox, Kristina Dreifuerst

College of Nursing Faculty Research and Publications

Background Competent debriefers are essential to promote positive learner outcomes. While important, providing training to faculty may be difficult. The Train-The-Trainer (TTT) model is a successful approach for efficiently training large groups of individuals. Methods This study used a purposive, descriptive research design to test the feasibility and effectiveness of a TTT program for teaching debriefers how to implement and train others to use Debriefing for Meaningful Learning (DML). Results With training, assessment, and individualized feedback, trainers and trainees alike improved their ability to use DML, as well as self-assess their debriefing. Conclusion The TTT program was a successful, feasible, …

Acquiring, Applying And Retaining Knowledge Through Debriefing For Meaningful Learning, Anne Loomis, Kristina Dreifuerst, Cynthia Sherraden Bradley

College of Nursing Faculty Research and Publications

Abstract

Acquiring, Retaining and Applying Knowledge Through Use of Debriefing for Meaningful Learning (DML).

Background

Developing competence in nursing care is a critical expectation of nursing students. Knowledge acquisition, application and retention are the primary building blocks of competence. DML debriefing offers an opportunity to ensure that students master critical components of nursing they might not otherwise learn and to remove epistemological roadblocks to knowledge development.

Methods

Eighty-two traditional prelicensure baccalaureate nursing students from a single school participated in the study. This quasi-experimental pretest, posttest study explored the impact of the use of Debriefing for Meaningful Learning compared with customary …

Engaging Nursing Staff In Research: The Clinical Nurse Specialist Role In An Academic-Clinical Partnership, Lynn Gettrust, Mary E. Hagle, Lesley Boaz, Margaret J. Bull

College of Nursing Faculty Research and Publications

Purpose: The purpose of this article is to describe the processes of exploring and implementing an academic-clinical study, engaging nursing staff in research, and maintaining their enthusiasm within the context of an academic-clinical research partnership.

Description: The core competencies of the clinical nurse specialist (CNS) role address evidence-based practice, quality improvement, and research. Studies and exemplars of the CNS role in the literature illustrate expert practitioner and facilitator of evidence-based practice, but less attention is given to methods used by the CNS to engage staff in clinical research.

Outcome: The CNS was successful in obtaining staff engagement in the research …

Effect Of Sequence Of Simulated And Clinical Practicum Learning Experiences On Clinical Competency, Jamie Hansen

Dissertations (1934 -)

Delivery of clinical education using the traditional model involving faculty supervision of students in a hospital setting has become increasingly difficult for schools of nursing due to factors such as increased student enrollment and decreased clinical site availability. Simulated learning experiences (SLE) have increasingly been used as a supplement or replacement for a portion of nursing students’ traditional clinical learning experiences (CLE). There has been a call for research to ensure that new models for delivery of clinical education are built on a foundation of research. Although SLE have been increasingly used as a supplement to CLE, it is unknown …