- Email: [email protected]
Intro to the Rudolph Harvard Group Editorial
Clinical Simulation in Nursing (2016) 12, 411
www.elsevier.com/locate/ecsn
Editorial
Intro to the Rudolph Harvard Group Editorial
Forward Knowing that many nursing programs are flummoxed about how to address new debriefing standards requirements, I asked colleagues at the Center for Medical Simulation, Jenny Rudolph and Robert Simon to write an editorial on how a debriefing standard, the Debriefing Assessment for Simulation in Healthcare (DASH), might be able to help. They invited five nursing colleagues who have used this instrument to highlight how it can be used to build competence and excellence in nursing debriefing skill development. By providing a measure of the quality of debriefings, the DASH offers both a summative metric to gauge how debriefers are progressing and systematic formative feedback to help debriefers improve. The genesis of the DASH was an American Heart Associationefunded study of debriefing led by Adam Cheng (Cheng et al., 2013). Robert Simon, Jenny Rudolph, and Dan Raemer were asked to develop a research-based, theory-driven instrument to assess the quality of debriefings. In response, they developed the Debriefing Assessment for Simulation in Healthcare (DASH)Ó. The DASH underwent initial content validation through the use of an expert panel, and a second edition of the rater handbook went through expert review in 2014. Since there was no funding for the project, the Center for Medical Simulation adopted a ‘‘wiki approach’’ by releasing the DASH to the world at no charge with two ideas in mind: (a) It would be of service to the simulation community and (b) Further validity evidence would become available through its use. Since then, the DASH has been used in a variety of ways, including the National Council of State Boards of
Nursing study (Hayden, Smiley, Alexander, KardongEdgren, & Jeffries, 2014), a study of Debriefing for Meaningful Learning (Dreifuerst, 2012), and a study of perspective change in nurse practitioner students (Morse, 2015); and it is in use in numerous simulation programs worldwide to help structure faculty development and for formative assessment and feedback of simulation faculty. Suzan ‘‘Suzie’’ Kardong-Edgren, PhD, RN, ANEF, CHSE, FAAN Professor and RISE Center Director School of Nursing and Health Sciences Robert Morris University Moon Township, PA 15108-1189, USA Adjunct Associate Professor Drexel College of Medicine E-mail address: [email protected]
References Cheng, A., Hunt, E. A., Donoghue, A., Nelson-McMillan, K., Nishisaki, A., Leflore, J., ., & Nadkarni, V. M., & EXPRESS Investigators. (2013). Examining pediatric resuscitation education using simulation and scripted debriefing: A multicenter randomized trial. Journal of the American Medical Association Pediatrics, 167, 528-536. Dreifuerst, K. T. (2012). Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. Journal of Nursing Education, 51(6), 326-333. Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2 supplement), S1-S66. Morse, C.,J. (2015). Structured model of debriefing on perspective transformation for NP students. Clinical Simulation in Nursing, 11(3), 172-179.
1876-1399/$ - see front matter Ó 2016 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
http://dx.doi.org/10.1016/j.ecns.2016.05.004
www.elsevier.com/locate/ecsn
Editorial
Intro to the Rudolph Harvard Group Editorial
Forward Knowing that many nursing programs are flummoxed about how to address new debriefing standards requirements, I asked colleagues at the Center for Medical Simulation, Jenny Rudolph and Robert Simon to write an editorial on how a debriefing standard, the Debriefing Assessment for Simulation in Healthcare (DASH), might be able to help. They invited five nursing colleagues who have used this instrument to highlight how it can be used to build competence and excellence in nursing debriefing skill development. By providing a measure of the quality of debriefings, the DASH offers both a summative metric to gauge how debriefers are progressing and systematic formative feedback to help debriefers improve. The genesis of the DASH was an American Heart Associationefunded study of debriefing led by Adam Cheng (Cheng et al., 2013). Robert Simon, Jenny Rudolph, and Dan Raemer were asked to develop a research-based, theory-driven instrument to assess the quality of debriefings. In response, they developed the Debriefing Assessment for Simulation in Healthcare (DASH)Ó. The DASH underwent initial content validation through the use of an expert panel, and a second edition of the rater handbook went through expert review in 2014. Since there was no funding for the project, the Center for Medical Simulation adopted a ‘‘wiki approach’’ by releasing the DASH to the world at no charge with two ideas in mind: (a) It would be of service to the simulation community and (b) Further validity evidence would become available through its use. Since then, the DASH has been used in a variety of ways, including the National Council of State Boards of
Nursing study (Hayden, Smiley, Alexander, KardongEdgren, & Jeffries, 2014), a study of Debriefing for Meaningful Learning (Dreifuerst, 2012), and a study of perspective change in nurse practitioner students (Morse, 2015); and it is in use in numerous simulation programs worldwide to help structure faculty development and for formative assessment and feedback of simulation faculty. Suzan ‘‘Suzie’’ Kardong-Edgren, PhD, RN, ANEF, CHSE, FAAN Professor and RISE Center Director School of Nursing and Health Sciences Robert Morris University Moon Township, PA 15108-1189, USA Adjunct Associate Professor Drexel College of Medicine E-mail address: [email protected]
References Cheng, A., Hunt, E. A., Donoghue, A., Nelson-McMillan, K., Nishisaki, A., Leflore, J., ., & Nadkarni, V. M., & EXPRESS Investigators. (2013). Examining pediatric resuscitation education using simulation and scripted debriefing: A multicenter randomized trial. Journal of the American Medical Association Pediatrics, 167, 528-536. Dreifuerst, K. T. (2012). Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. Journal of Nursing Education, 51(6), 326-333. Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2 supplement), S1-S66. Morse, C.,J. (2015). Structured model of debriefing on perspective transformation for NP students. Clinical Simulation in Nursing, 11(3), 172-179.
1876-1399/$ - see front matter Ó 2016 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
http://dx.doi.org/10.1016/j.ecns.2016.05.004