Structured Debriefing and Students' Clinical Judgment Abilities in Simulation

Authors

Bette Mariani, Villanova University
Mary Ann Cantrell, Villanova University
Colleen H. Meakim, Villanova University
Patricia Prieto, Villanova University
Kristina Dreifuerst, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

5-2013

Publisher

Elsevier

Source Publication

Clinical Simulation in Nursing

Source ISSN

1876-1399

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.

Comments

Accepted version. Clinical Simulation in Nursing, Vol. 9, No. 5 (May 2013): 147-155. DOI. © 2013 Elsevier. Used with permission.

Recommended Citation

Mariani, Bette; Cantrell, Mary Ann; Meakim, Colleen H.; Prieto, Patricia; and Dreifuerst, Kristina, "Structured Debriefing and Students' Clinical Judgment Abilities in Simulation" (2013). College of Nursing Faculty Research and Publications. 762.
https://epublications.marquette.edu/nursing_fac/762