Background: Significant learning occurs during debriefing, yet specific debriefing descriptors that improve learners’ thinking are lacking. The Debriefing for Meaningful Learning (DML) Evaluation Scale was developed and tested to assess DML behaviors, yet a more precise measure resulted in psychometric testing of a new iteration. Methods: The revised DML Evaluation Scale was tested with 19 educators at five nursing programs, who facilitated debriefing with nursing students. Debriefings were recorded, viewed and scored by a six member research team. Results: The Debriefing for Meaningful Learning Evaluation Scale (DMLES) data demonstrated internal consistency, interrater reliability, content, construct, and criterion-related validity. Conclusions: This study's findings demonstrate ongoing evidence of validity and reliability for the scale as a measure of competence and formative assessment.
Bibliographical noteFunding Information:
This work was supported by the Office of the Vice President for Research, University of Minnesota, Minneapolis, MN.
- nursing education