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Various rating tools aim to assess simulation debriefing quality, but their use may be limited by complexity and subjectivity. The Debriefing Assessment in Real Time (DART) tool represents an alternative debriefing aid that uses quantitative measures to estimate quality and requires minimal training to use. The DART is uses a cumulative tally of instructor questions (IQ), instructor statements (IS) and trainee responses (TR). Ratios for IQ:IS and TR:[IQ + IS] may estimate the level of debriefer inclusivity and participant engagement. Experienced faculty from four geographically disparate university-affiliated simulation centers rated video-based debriefings and a transcript using the DART. The primary endpoint was an assessment of the estimated reliability of the tool. The small sample size confined analysis to descriptive statistics and coefficient of variations (CV%) as an estimate of reliability. Ratings for Video A (n = 7), Video B (n =
In summary
Policymakers should modernize nursing education regulations to allow for an increase in simulation time in clinical education for students.
By Garrett Chan, Special to CalMatters
Garrett Chan is the president and CEO of HealthImpact, a nonprofit California nursing workforce and policy center, garrett@healthimpact.org.
The devastating impact of COVID-19 on California’s health care workers has been widely reported. But not only has the pandemic strained the existing health care workforce, it also has interrupted the progress of students who are working to enter the profession and who could provide desperately needed help.
Fortunately, with a modest change in regulation, these students can become graduates and join health care workers in administering the COVID-19 vaccine and caring for patients across all practice settings.