Debriefing Styles and Clinical Judgment in Nursing Students

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

Get a concise snapshot of the trial, including recruitment status, study phase, enrollment targets, and key timeline milestones.

Recruitment Status

RECRUITING

Clinical Phase

NA

Total Enrollment

110 participants

Study Classification

INTERVENTIONAL

Study Start Date

2025-10-10

Study Completion Date

2026-05-31

Brief Summary

Review the sponsor-provided synopsis that highlights what the study is about and why it is being conducted.

Simulation is a cornerstone of health sciences education, with debriefing being its most critical component for fostering clinical skills. While various debriefing styles exist, there is limited evidence comparing the effectiveness of instructor-centered (ICT) versus learner-centered (LCT) approaches, specifically on the development of clinical judgment in nursing students.

Related Clinical Trials

Explore similar clinical trials based on study characteristics and research focus.

Communication Practices to Develop the Health Literacy Competencies in Nursing Students

NCT06490406

Health Literacy Competence Nursing Students

COMPLETED NA

Effect of an Observer Tool on Learning Outcomes During High Fidelity Simulation

NCT03356717

Simulation

COMPLETED NA

Computer Debriefing and Screen-based Simulation

NCT03844009

Computer Simulation Neonatal Resuscitation

COMPLETED NA

The Effect of Immediate Versus Delayed Debriefing on Basic Life Support Competence In Undergraduate Nursing Students.

NCT06624449

BLS Competence Debriefing

COMPLETED NA

Assessment of Nursing Students' Performance During Guided Debriefing With the Lasater Clinical Judgement Rubric

NCT06035822

Educational Activities

COMPLETED NA

Detailed Description

Dive into the extended narrative that explains the scientific background, objectives, and procedures in greater depth.

Several studies suggest a general preference for a Learner-Centered (LCT) style during simulation debriefing. However, existing literature and expert opinion often recommend an Instructor-Centered (ICT) style for novice learners or in time-limited situations. It is critical to note that these recommendations are not consistently based on robust scientific evidence, highlighting a significant gap in nursing education research. This study is designed to address this gap by systematically evaluating the impact of ICT versus LCT debriefing on the acquisition of clinical judgment in undergraduate nursing students-a cornerstone competency for professional practice.

The study's central hypothesis is: "The debriefing style, whether instructor-centered (ICT) or learner-centered (LCT), differently impacts students' learning process in clinical judgment."

To test this hypothesis, the study employs a mixed-methods sequential explanatory design. The initial quantitative phase consists of a randomized controlled trial to determine the effect of the two debriefing styles. This will be followed by a qualitative phase, utilizing focus groups, to explore the students' perceptions and experiences, thereby providing a deeper, contextual explanation for the quantitative findings.

To ensure the integrity of the intervention, methodological fidelity will be rigorously monitored. The distinction between the ICT and LCT styles will be verified through objective measures, including the analysis of faculty-to-student talk-time ratios and the mapping of conversation patterns (sociograms) during debriefing sessions. This ensures that the observed differences in learning can be confidently attributed to the assigned debriefing style. The integration of both quantitative and qualitative data will yield a comprehensive understanding of how different pedagogical approaches in simulation debriefing influence the complex process of clinical judgment development.

Conditions

See the medical conditions and disease areas that this research is targeting or investigating.

Simulation Based Learning Nursing Education Debriefing Method

Study Design

Understand how the trial is structured, including allocation methods, masking strategies, primary purpose, and other design elements.

Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

OTHER

Blinding Strategy

NONE

Study Groups

Review each arm or cohort in the study, along with the interventions and objectives associated with them.

Learner-Centered Debriefing (LCT)

Participants in this group will receive a debriefing guided by a learner-centered (LCT) style, where learning is a dynamic process of meaning-making, and both learners and instructors collaborate in the co-construction of knowledge, skills, and attitudes.

Group Type EXPERIMENTAL

Learner-Centered Debriefing

Intervention Type BEHAVIORAL

Two 2-hour simulation sessions followed by a learner-centered debriefing conducted by a trained facilitator. This style emphasizes guided reflection and co-construction of knowledge.

Instructor-Centered Debriefing (ICT)

Participants in this group will receive a debriefing guided by an instructor-centered (ICT) style, which prioritizes the efficient transfer of information from instructors (who control the learning environments) to learners.

Group Type ACTIVE_COMPARATOR

Instructor-Centered Debriefing

Intervention Type BEHAVIORAL

Two 2-hour simulation sessions followed by an instructor-centered debriefing conducted by a trained facilitator. This style is the standard practice at the institution and focuses on direct feedback and information transfer from the instructor.

Interventions

Learn about the drugs, procedures, or behavioral strategies being tested and how they are applied within this trial.

Learner-Centered Debriefing

Two 2-hour simulation sessions followed by a learner-centered debriefing conducted by a trained facilitator. This style emphasizes guided reflection and co-construction of knowledge.

Intervention Type BEHAVIORAL

Instructor-Centered Debriefing

Two 2-hour simulation sessions followed by an instructor-centered debriefing conducted by a trained facilitator. This style is the standard practice at the institution and focuses on direct feedback and information transfer from the instructor.

Intervention Type BEHAVIORAL

Eligibility Criteria

Check the participation requirements, including inclusion and exclusion rules, age limits, and whether healthy volunteers are accepted.

Inclusion Criteria

-Students enrolled in the Basic Simulation Labs 2 (LBS2) course as part of their program.

Exclusion Criteria

* Students who cannot participate in all phases of the study.
* Students who do not provide informed consent.
* Students who are repeating the course.

Minimum Eligible Age

18 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

Yes