Structured Debriefing and Students' Clinical Judgment Abilities in Simulation

Data generated from focus group interviews suggest that students perceived the structured debriefing sessions as being learner-focused discussions that provided a holistic approach that included a review of knowledge, technical skills, and their reactions and emotions about the learning experiences.

Abstract

Background Debriefing is a critical component of clinical simulation, yet there are limited studies that demonstrate the outcomes of debriefing on learners' clinical judgment. Method Using the Lasater Clinical Judgment Rubric, this mixed-method study examined the effects of structured debriefing after 2 clinical simulation experiences on 86 junior-level baccalaureate nursing students' clinical judgment. Debriefing for Meaningful Learning© was the method used for the structured debriefing sessions. Results The mean clinical judgment scores of the intervention group were higher and improved more over time compared with the mean scores of those in the control group; however, the differences were not statistically significant. Conclusions Data generated from focus group interviews suggest that students perceived the structured debriefing sessions as being learner-focused discussions that provided a holistic approach that included a review of knowledge, technical skills, and their reactions and emotions about the learning experiences.