Structured Debriefing and Students’ Clinical Judgment Abilities in Simulation

e front matter 2013 Int ns.2011.11.009 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.