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Mechanical Ventilation Boot Camp Curriculum
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Debriefing in Laboratory Experiences: A Quality Improvement Project.

Jill Vihos1, Loreen Pollard, Moira Bazin

  • 1Authors Affiliations: Sessional Lecturer (Dr Vihos, Ms Lozza, and Ms Spies) and Faculty Lecturer (Ms Pollard, Ms Bazin, and Ms MacDonald), Faculty of Nursing, University of Alberta; and Clinical Nurse Specialist (Ms Moniz), Neurosciences Program, Alberta Health Services, University of Alberta Hospital, Edmonton, Canada.

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Summary

Nursing students found debriefing sessions valuable for discussing experiences and reflecting on learning after laboratory skills classes. These sessions positively impacted cognitive, affective, and social learning outcomes.

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Pedagogy

Background:

  • Debriefing is a critical component of simulation-based learning in nursing.
  • Understanding student perceptions and learning outcomes from debriefing is essential for curriculum development.

Purpose of the Study:

  • To explore nursing students' perceptions of debriefing sessions.
  • To identify the cognitive, affective, and social learning outcomes derived from debriefing.

Main Methods:

  • A survey questionnaire was administered to 378 prelicensure nursing students.
  • Data were collected following a nursing skills laboratory class that incorporated a debriefing session.

Main Results:

  • The majority of students agreed or strongly agreed that debriefing facilitated experience discussion.
  • Students reported that debriefing enhanced their reflection on learning.

Conclusions:

  • Debriefing sessions are perceived positively by nursing students.
  • Debriefing appears to effectively support cognitive, affective, and social learning in nursing education.