Studio pilota di traduzione in italiano e validazione culturale di uno strumento per valutare il debriefing: il Debriefing Assessment for Simulation in Healthcare (DASH)

Sonia Lomuscio; Pierluigi Ingrassia; Andrea Mastroieni; Mauro Parozzi; Michela Bernardini; Greta Ghizzardi

doi:10.54103/dn/27575

Authors

Sonia Lomuscio Biomedicine and Prevention Department, University of Rome "Tor Vergata", Rome, Italy
Pierluigi Ingrassia Socio Sanitary Medical-Technical Vocational Center of Lugano, Switzerland https://orcid.org/0000-0002-3123-2862
Andrea Mastroieni Città della Salute e della Scienza of Turin, Turin, Italy https://orcid.org/0009-0009-4674-0964
Mauro Parozzi Biomedicine and Prevention Department, University of Rome "Tor Vergata", Rome, Italy https://orcid.org/0000-0003-4164-2790
Michela Bernardini SIMNOVA - Center for Simulation in Medicine and Health Professions, Università del Piemonte Orientale, Novara, Italy https://orcid.org/0000-0001-8924-7496
Greta Ghizzardi ASST di Lodi https://orcid.org/0000-0002-4192-7107

DOI:

https://doi.org/10.54103/dn/27575

Keywords:

Simulation, Debriefing, Assessment, DASH, Translation

Abstract

BACKGROUND:
Debriefing is a critical component of the experiential learning process; therefore, it is essential to have shared tools to assess its quality and provide structured feedback to instructors. The Debriefing Assessment for Simulation in Healthcare (DASH) is a tool designed to support the development and evaluation of debriefing skills.

OBJECTIVE:
To translate and culturally adapt the Debriefing Assessment for Simulation in Healthcare (DASH) tools into Italian.

METHODS:
A systematic process was followed, including forward translation, review, and back translation of all scoring forms and the DASH Rater's Handbook. The original DASH authors reviewed the back translation and discussed with the translators to produce a harmonized and approved version.

RESULTS:
The DASH scoring forms and Handbook underwent three iterative revisions between the translators and the reviewer, who met online to achieve consistent language across all scoring forms and the Handbook. Nine discrepancies were identified between the back translation and the original tools, all addressed by the authors of the Italian version. No discrepancies were found in the back translation of the Handbook.

CONCLUSIONS:
Applying the DASH in appropriate contexts is expected to yield positive outcomes, offer objective feedback to debriefers, and improve the quality of conducted debriefings, potentially positively impacting learning outcomes. Future research will be needed to evaluate the tool's long-term stability, robustness, and reliability in its Italian version.

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