Evaluation of nursing students’ learning using realistic scenarios with and without debriefing
DOI:
https://doi.org/10.1590/1518-8345.2936.3187Keywords:
Nursing Education; Learning; Simulation Training; Debriefing; Educational Technology; Patient SimulationAbstract
Objective:
to compare the clinical performance of nursing students in learning scenarios with and without debriefing in a simulation center.
Method:
a longitudinal, prospective, interventional, crossover randomized study, with a quantitative approach and before-and-after type, with a population composed of 120 nursing students distributed randomly between experimental and control group. The study phases included theoretical and demonstrative practice on child immunization; first Clinical Performance Test, which served as baseline measurement; randomization; scenarios with debriefing for the experimental group and without debriefing for the control group, according to clinical performance/intervention examination; exchange of groups or crossover; third Clinical Performance Test.
Results:
debriefing was proven to be effective in improving the performance of the students in the clinical exams, because improvement in the performance of the experimental group both in relation to the baseline measurement examination and in comparison with the control group in the post-intervention performance examination and in the third examination, after crossover (p<0.001).
Conclusion:
the use of scenarios with debriefing constitutes a strategy facilitating the teaching-learning process in the undergraduate nursing course.
Downloads
Published
Issue
Section
License
RLAE’s authorship concept is based on the substantial contribution by each of the individuals listed as authors, mainly in terms of conceiving and planning the research project, collecting or analyzing and interpreting data, writing and critical review. Indication of authors’ names under the article title is limited to six. If more, authors are listed on the online submission form under Acknowledgements. The possibility of including more than six authors will only be examined on multicenter studies, considering the explanations presented by the authors.Including names of authors whose contribution does not fit into the above criteria cannot be justified. Those names can be included in the Acknowledgements section.
Authors are fully responsible for the concepts disseminated in their manuscripts, which do not necessarily reflect the editors’ and editorial board’s opinion.
