Debriefing Styles and Clinical Judgment in Nursing Students
Trial statusRecruiting
Trial phaseNot applicable
Trial typeInterventional
Biological sexAll
Age18+
SponsorUniversitat Internacional de Catalunya
About this trial
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 criteria
This trial accepts healthy volunteersQualifiers
None
Disqualifiers
Students who cannot participate in all phases of the study.
Students who do not provide informed consent.
Students who are repeating the course.
Trial design
Design model
Parallel
Treatments tested in this trial
Learner-Centered Debriefing
BehavioralTwo 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
BehavioralTwo 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.
Treatment groups
110 Participants
are divided into 2 treatment groupsGroup A: Learner-Centered Debriefing (LCT)Experimental treatment 1 intervention
Group B: Instructor-Centered Debriefing (ICT)Active comparator 1 intervention
Trial outcomes
Primary outcomes
1
Change in Clinical Judgment Assessed by the Lasater Clinical Judgment Rubric (LCJR)
Assessment is performed using the Lasater Clinical Judgment Rubric (LCJR), a validated 11-item tool. During a standardized practical exam (OSCE), trained evaluators will use novel structured checklists developed by the investigators for this study. A unique checklist has been specifically tailored for each OSCE scenario, designed to operationalize the LCJR by mapping observable student behaviors directly to its scoring criteria. Each item is rated on a 4-point scale (1=beginning to 4=exemplary), yielding a total score from 11 to 44. A higher score indicates a more developed level of clinical judgment. For statistical analysis, the raw score will be transformed to a 0-10 scale.
Time frame
Assessed at two time points: at Baseline (measurement taken during the first-term practical exam, prior to the intervention) and Post-Intervention (measurement taken during the final practical exam, approximately 3 months after the baseline assessment).Secondary outcomes
1
Student Perceptions of the Learning Experience Assessed by Focus Group Topic Guide
Perceptions and experiences of students and faculty regarding how different debriefing styles influenced the learning of clinical judgment will be explored through semi-structured focus groups. Data collection will be guided by a Focus Group Topic Guide designed to elicit feedback on the debriefing style, application of theoretical concepts, and the learning experience. The metric for assessment is qualitative, consisting of the identification and categorization of recurring themes and sub-themes derived from the thematic analysis of transcribed discussions.
Time frame
Up to 3 weeks after the final simulation session.Sponsors and contacts
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Source ClinicalTrials.gov