Effectiveness of Debriefing for Meaningful Learning in High-fidelity Simulation-Based Learning on Clinical Reasoning and Clinical Decision Making of Nursing Students: A Mixed-Methods Research
Keywords:
high-fidelity simulation-based learning, debriefing for meaningful learning, clinical reasoning, clinical decision making, nursing studentsAbstract
Introduction: Debriefing for meaningful learning is a reflective model that helps nursing students develop clinical reasoning and learn to think like nurses.
Research objectives: To determine the effect of debriefing for meaningful learning in high-fidelity simulation-based learning on clinical reasoning and clinical decision making of nursing students
Research methodology: Mixed-methods research was conducted among 75 third-year nursing students at Boromarajonani College of Nursing, Saraburi. The control and experimental groups were selected using simple random sampling with 38 and 37 participants, respectively. The research instrument had two parts: 1) The Nurse Clinical Reasoning Scale and 2) the clinical decision-making ability tests, with reliability indices of .81 and .82, respectively. Quantitative data were analyzed using descriptive statistics and independent t-tests. Qualitative data were analyzed using content analysis.
Results: 1) the mean scores of clinical reasoning and clinical decision making in the experimental group were significantly higher after the intervention than before the intervention (p < .001) and were significantly higher than those of the control group after the intervention (p < .05 and p < .001) respectively, and 2) focus group analysis showed four major themes: 1) recognition through visual cues, 2) the value of clinical reasoning, 3) confidence in decision-making, and 4) learning from errors.
Conclusions: Debriefing for meaningful learning is an effective strategy for enhancing nursing students’ clinical reasoning and decision-making skills.
Implications: The concept of debriefing for meaningful learning should be effectively integrated into simulation-based learning.
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