Effects of Debriefing on Motivation and Reflective Thinking of Nursing Students during In-School Practicum Using a...

Area of Science:

• Nursing Education
• Medical Education
• Pedagogy

Background:

• Debriefing and flipped learning are established nursing education strategies.
• Combining debriefing with flipped learning may improve educational outcomes.
• The study investigates the impact of integrated debriefing and flipped learning on nursing students.

Purpose of the Study:

• To compare learning motivation and reflective thinking before and after debriefing in nursing practicums using flipped learning.
• To evaluate the effectiveness of a combined debriefing and flipped learning approach in nursing education.

Main Methods:

• A quasi-experimental pretest-posttest non-equivalent control group design was used.
• 63 nursing students participated: 33 in the experimental group (debriefing + flipped learning) and 30 in the control group (flipped learning only).
• Data on academic motivation and reflective thinking were collected and analyzed.

Main Results:

• Reflective thinking was significantly higher in the experimental group (53.67 ± 5.71) compared to the control group (50.80 ± 4.69) (p = 0.034).
• No significant differences in learning motivation were found between the two groups (p = 0.067).

Conclusions:

• Integrating debriefing with flipped learning in nursing practice classes enhances reflective thinking.
• This combined teaching approach shows potential for strengthening nursing students' clinical practice skills.
• The findings support the application of this integrated method in diverse educational settings.