Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students
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Abstract(s)
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 (selfassessment 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.
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