Compară metode
Examinează metodele selectate una lângă alta; rândurile care diferă sunt evidențiate.
| Scala de pregătire pentru învățământul interprofesional (RIPLS)× | Evaluarea de debriefing pentru simulare în sănătate (DASH)× | |
|---|---|---|
| Domeniu | Educație pentru sănătate | Educație pentru sănătate |
| Familie | Process / pipeline | Process / pipeline |
| Anul apariției≠ | 1999 | 2006 |
| Autorul original≠ | Gail Parsell & John Bligh | Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer |
| Tip≠ | Self-report questionnaire | Self-report observer-rated scale |
| Sursa seminală≠ | 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 ↗ | 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 ↗ |
| Denumiri alternative≠ | Readiness for IPL, RIPLS Scale | DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale |
| Înrudite | 4 | 4 |
| Rezumat≠ | 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. | 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. |
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