Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students

Patrick Lavoie, Jacinthe Pepin, Sylvie Cossette, Sean P. Clarke

Research output: Contribution to journalArticle

Abstract

Simulation followed by debriefing is increasingly common in clinical nursing education. Yet, limited studies have compared approaches to debriefing—the portion of simulations where participants re-examine and make sense of their experience. In this study, 120 baccalaureate nursing students in Quebec were randomized to receive one of two types of debriefing (self-assessment with Plus-Delta vs. guided reflection using a structured tool with REsPoND) after each of four simulations (a hemorrhage scenario, two sepsis scenarios, and a trauma simulation) during which their situation awareness was measured as a proxy for their clinical judgment. Unexpectedly, situation awareness scores showed little to no consistency across students or simulations and no clear improvements over time were noted, which rendered the comparison of the debriefing approaches across scenarios problematic. However, when comparing the two iterations of the sepsis scenario, students who participated in a reflective debriefing showed greater improvement in their recognition of abnormalities in patient vital signs and level of consciousness than students whose debriefing involved self-assessment.

Original languageEnglish (US)
Pages (from-to)514-521
Number of pages8
JournalCollegian
Volume26
Issue number5
DOIs
StatePublished - Oct 2019

Keywords

  • Clinical judgment
  • Debriefing
  • Patient deterioration
  • Reflection
  • Simulation
  • Situation awareness

ASJC Scopus subject areas

  • Nursing(all)

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