Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study

The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning (DML). The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature support...

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Bibliographic Details
Published in:Nursing education perspectives 2015-09, Vol.36 (5), p.304-310
Main Authors: Forneris, Susan G, Neal, Diana O, Tiffany, Jone, Kuehn, Mary Beth, Meyer, Heidi M, Blazovich, Linda M, Holland, Ann E, Smerillo, Melanie
Format: Article
Language:English
Subjects:
Active learning
Clinical Competence
Cognition & reasoning
Control Groups
Education, Nursing, Baccalaureate - methods
Educational Measurement
Educational Practices
Humans
Learning Strategies
Learning Theories
Models, Educational
Nursing
Nursing Assessment
Nursing education
Nursing Education Research
Patient Simulation
Pediatrics
Physical therapy
Reasoning
Simulation
Skills
Students
Studies
Teachers
Teaching
Teaching Methods
Theory
Thinking
Thinking Skills
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Summary:The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning (DML). The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. A quasi-experimental, pretest-posttest, repeated measure research design was used to evaluate nursing students' clinical reasoning using the Health Sciences Reasoning Test (HSRT). The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing.
ISSN:1536-5026
1943-4685
DOI:10.5480/15-1672