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Debriefing Styles and Clinical Judgment in Nursing Students
Sponsor: Universitat Internacional de Catalunya
Summary
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.
Official title: The Influence of Instructor-centered Versus Learner-centered Debriefing on Clinical Judgment in Nursing Students: A Mixed-methods Experimental Study Protocol.
Key Details
Gender
All
Age Range
18 Years - Any
Study Type
INTERVENTIONAL
Enrollment
110
Start Date
2025-10-10
Completion Date
2026-05
Last Updated
2025-12-09
Healthy Volunteers
Yes
Interventions
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.
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.
Locations (1)
International University of Catalonia
Sant Cugat del Vallès, Barcelona, Spain