เปรียบเทียบวิธี
ดูวิธีที่เลือกเทียบกันแบบเคียงข้าง แถวที่ต่างกันจะถูกเน้นไว้
| DASH× | มาตรวัดอัตลักษณ์ทางวิชาชีพ (PIS)× | |
|---|---|---|
| สาขาวิชา | สุขศึกษา | สุขศึกษา |
| ตระกูล | Process / pipeline | Process / pipeline |
| ปีกำเนิด | 2006 | 2006 |
| ผู้ริเริ่ม≠ | Jeffrey W. Rudolph, Robert Simon, Daniel B. Raemer | Adams et al. |
| ประเภท≠ | Self-report observer-rated scale | Self-report questionnaire |
| แหล่งต้นตำรับ≠ | 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 ↗ | Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68. DOI ↗ |
| ชื่อเรียกอื่น≠ | DASH Scale, Simulation Debriefing Assessment, Debriefing Feedback Scale | Healthcare Professional Identity, Disciplinary Identity Assessment |
| ที่เกี่ยวข้อง | 4 | 4 |
| สรุป≠ | 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 PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment. |
| ScholarGateชุดข้อมูล ↗ |
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