Rubric-based debriefing to enhance nursing students' critical thinking via simulation

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Medical Education

Background:

• Debriefing is crucial for effective simulation-based learning.
• It provides feedback to students, fostering critical thinking development.

Purpose of the Study:

• To evaluate the impact of rubric-based debriefing on nursing students' critical thinking, confidence, and communication.
• To assess the effectiveness of a structured debriefing approach in simulation learning.

Main Methods:

• A quasi-experimental study involving 204 final-year nursing undergraduates.
• Intervention group received mid-simulation rubric-based debriefing; control group received end-simulation debriefing.
• Critical thinking was assessed using The Northeastern Illinois University Critical Thinking Rubric; qualitative data via open-ended questions.

Main Results:

• Rubric-based debriefing showed a statistically significant positive effect on enhancing students' critical thinking (β=2.06).
• No significant differences in self-perceived confidence levels were found between groups.
• Qualitative data indicated positive student feedback on simulation activities.

Conclusions:

• This study provides the first evidence that rubric-based debriefing enhances critical thinking in simulation learning.
• The findings support the integration of rubric-based debriefing to improve educational outcomes in nursing.