Medicine and Health Sciences Commons^™

Implications Of The Dunning-Kruger Effect: Finding Balance Between Subjective And Objective Assessment In Debriefing Professional Development, Cynthia Sherraden Bradley, Kristina Dreifuerst, Anne Loomis, Brandon Kyle Johnson, Aimee A. Woda, Jamie Hansen

College of Nursing Faculty Research and Publications

Background

The ability to debrief is considered an essential clinical and simulation teaching skill because of the deep learning cultivated. Regulatory bodies identify the need for debriefing training and professional development followed by formative and summative assessment.

Method

The Debriefing for Meaningful Learning Evaluation Scale (DMLES) is a behaviorally anchored rating scale developed to assess 20 behaviors aligned with Debriefing for Meaningful Learning (DML). Participants from five baccalaureate pre–licensure nursing programs were recruited to receive DML training, then facilitate and record a debriefing for subjective and objective assessment using the DMLES.

Results

A total of 52 debriefers submitted 81 recorded …

More Than A Meme: The Dunning-Kruger Effect As An Opportunity For Positive Change In Nursing Education, Cynthia Sherraden Bradley, Kristina Dreifuerst, Brandon Kyle Johnson, Ann Loomis

College of Nursing Faculty Research and Publications

The Dunning–Kruger Effect (DKE) describes the cognitive bias in which novices tend to overestimate performance or competence while experts tend to underestimate. Those who are lacking in competence do not have the skills to accurately recognize deficient performance. Subjective assessment is used widely in simulation learning and in nursing curricula, yet often without expert feedback and reflective discussions, which can result in mistakes being overlooked and encoded, which could subsequently result in clinical errors. The prevalence of DKE should not be interpreted solely as a deprecation of the use of subjective measures, but rather as an indicator of the need …