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| Debriefing Assessment for Simulation in Healthcare (DASH)× | Scala di Prontezza all'Apprendimento Interprofessionale (RIPLS)× | |
|---|---|---|
| Campo | Educazione alla salute | Educazione alla salute |
| Famiglia | Process / pipeline | Process / pipeline |
| Anno di origine≠ | 2006 | 1999 |
| Ideatore≠ | Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer | Gail Parsell & John Bligh |
| Tipo≠ | Self-report observer-rated scale | Self-report questionnaire |
| Fonte seminale≠ | Rudolph, J. W., Simon, R., Dufresne, R. L., & Raemer, D. B. (2006). There's no such thing as 'nonjudgmental' debriefing: A theory and method for debriefing with good judgment. Simul Healthc 1(1): 49–55. DOI ↗ | Parsell, G. & Bligh, J. (1999). The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ 33(2): 95–100. DOI ↗ |
| Alias≠ | DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale | Readiness for IPL, RIPLS Scale |
| Correlati | 4 | 4 |
| Sintesi≠ | The DASH is a 20-item observer-rated instrument measuring the quality of debriefing—the structured, facilitated reflection following a healthcare simulation activity. Developed by Rudolph, Simon, and Raemer in 2006 at Massachusetts General Hospital, the DASH evaluates the debriefing facilitator's ability to create a psychological safety environment, elicit reflection on events, establish learning objectives, and foster insight into clinical decision-making. The scale is widely used in medical and nursing education to assess the fidelity and effectiveness of simulation-based learning experiences. | The RIPLS is a 19-item self-report questionnaire designed to measure healthcare students' attitudes and readiness toward interprofessional learning and collaboration. Developed by Parsell and Bligh in 1999, it assesses three core dimensions of interprofessional readiness: teamwork and collaboration, professional identity, and recognition of roles and responsibilities across professions. The RIPLS is widely used in health professions education to evaluate the effectiveness of interprofessional education initiatives. |
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