Debriefing Styles and Clinical Judgment in Nursing Students
The Influence of Instructor-centered Versus Learner-centered Debriefing on Clinical Judgment in Nursing Students: A Mixed-methods Experimental Study Protocol.
Universitat Internacional de Catalunya
110 participants
Oct 10, 2025
INTERVENTIONAL
Conditions
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.
Eligibility
Inclusion Criteria1
- Students enrolled in the Basic Simulation Labs 2 (LBS2) course as part of their program.
Exclusion Criteria3
- Students who cannot participate in all phases of the study.
- Students who do not provide informed consent.
- Students who are repeating the course.
Interested in this trial?
Get notified about updates and connect with the research team.
Interventions
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.
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)
View Full Details on ClinicalTrials.gov
For the most up-to-date information, visit the official listing.
NCT07262424