A DASH to the Top: Educator Debriefing Standards as a Path to Practice Readiness for Nursing Students

Abstract

Nursing education programs face an increasing challenge: how to help students transition to practice as the number of clinical placements shrink and the costs of placements rise. Many nursing schools are looking to simulation-based education to help bridge this gap (Fey & Jenkins, 2015; Rizzolo, 2013). When simulation complements or substitutes for traditional clinical placements, the quality of educator's debriefing skills is a key factor to leverage the power of simulation (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). We focus on a key driver of nursing educator debriefing excellence: using a debriefing standard to guide skills building and assess faculty competencies. How does one ''connect the dots'' from educator debriefing standards to student clinical practice? Standards and guidelines for high-impact debriefing create a pathway to improve trainees' hands-on, applied learning using simulation-based education. Well-designed hands-on, simulation-based education, in turn, standardizes and accelerates acquisition of applied skills, instead of relying on time and chance to ensure that trainees are exposed to needed material (

The Impact of Using DASH First Element as a Pre-Briefing Tool on Nurse Competency and Learning during Code Blue Simulation: A Mixed-Methods Study

“…Strategies are being developed and tested as organizations try to arrive at productive outcomes and signi cant results in various process dynamics, such as training and simulation exercises. Researchers and educators continue to explore many aspects of DASH as an integral part of simulation, and while it is mostly used to aid faculty in developing debrie ng skills, the ndings of this study can serve as a reference for future research (Rudolph et al, 2016). In implementing a pre-brie ng approach in simulation activities, a quali ed and properly trained instructor should ensure that the tools to be implemented are reliable and appropriate.…”

“…Focusing on establishing an engaging learning environment, it requires trainers or simulators to: (1) clarify the course objectives, environment, roles, and expectations; (2) establish a " ction contract" with the participants; (3) attend to logistical details; and (4) convey a commitment to respecting learners and understanding their perspective. Researchers and educators continue to explore many aspects of DASH as an integral part of simulation, and while it is mostly used to aid faculty in developing debrie ng skills, each dimension can serve as a reference for future research studies(Rudolph et al, 2016).…”

Mobile medical simulation for rural anesthesia providers: A feasibility study

“…Immediately after the workshop, participants rated their self-reported perception of the workshop’s impact on clinical and professional skills, and learning gained from the case scenario sessions. Three participants were randomly selected to complete the 7-point Debriefing Assessment for Simulation in Healthcare (DASH) © 8 for each scenario, to collect feedback for future iterations of the workshop. One month following the workshop, we sought participant feedback to evaluate workshop content, and seek participant perceptions of whether and how the workshop changed their clinical practice.…”

Sesión de simulación clínica en línea con avatares humanos

“…Con los instrumentos para evaluar el desempeño del instructor en la sesión de simulación, como Debriefing Assessment for Simulation in Healthcare (DASH), o su versión en español, Evaluación del Debriefing para la Simulación en Salud (EDSS). (DASH, 2010;Bret-Fleeger et al, 2012;EDDS-DASH, 2016;Rudolph et al, 2016).…”