F23 - A Multi-Site Study Evaluating the Impact of Expert Feedback Intervals on Debriefer Competence

Abstract : The integration of simulation and debriefing is a crucial pedagogical strategy in nursing education and clinical teaching. Although the importance of debriefing is well-established, there is insufficient evidence to guide the best methods for training and providing formative feedback to develop competent debriefers. This study assessed the impact of expert feedback on debriefer competence following an asynchronous, online, distributed modular training program designed to teach Debriefing for Meaningful Learning (DML).
Understanding the impact of feedback on debriefer competence was integral to this study and was underpinned by the Kirkpatrick Model. This model evaluates training impact across four levels: reaction (participant satisfaction), learning (knowledge/skills acquisition), behavior (application of skills), and results (improved performance).
Using a multi-site, repeated measures, longitudinal experimental design, participants completed debriefing training and recorded four debriefings for evaluation over one semester. Participants were randomly assigned to one of three groups receiving expert feedback at varying intervals using the Debriefing for Meaningful Learning Evaluation Scale (DMLES). Group 1 received feedback only at the end of the study; Group 2 after the third debriefing; and Group 3 after each debriefing. All participants also self-evaluated their debriefings using the DMLES.
Results demonstrated that training combined with early expert feedback facilitated rapid improvements in debriefing competence, with regular feedback sustaining improvements over time. These findings provide evidence that an asynchronous online training program, when paired with structured expert feedback, is effective for developing debriefers. This research informs faculty development and improves learner outcomes and patient care through competent debriefing.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: This study assessed the impact of expert feedback on debriefer competence after online training in Debriefing for Meaningful Learning. Participants were randomly assigned to receive feedback at different intervals. Results showed that early and regular expert feedback enhanced and sustained debriefing competence, supporting the use of structured feedback. This research guides faculty development, which can improve learner outcomes.