Republic of the Philippines

Bulacan Agricultural State College

INSTITUTE OF EDUCATION ARTS AND SCIENCES
Pinaod, San Ildefonso, Bulacan
Rycris Mae B. dela Peña
BSEd II-Physical Science
PROBLEM:
1. Does the use of the DML debriefing strategy positively impact the RESEARCH METHOD USE:
development of clinical reasoning skills in undergraduate nursing students
compared to usual and customary debriefing? This study used a comparison, non-equivalent group, quasi-
experimental, pre-test-post-test design to test the impact of using
2. Do nursing students perceive a difference in the quality of debriefing when the DML strategy on student nurse’s learning during a
the DML strategy is used compared to usual and customary debriefing? simulation experience.
3. Is there a correlation between the quality of debriefing as evaluated by
nursing students and a change in clinical reasoning skills?

TITLE: DEBRIEFING FOR MEANINGFUL

LEARNING: FOSTERING DEVELOPMENT OF
CLINICAL REASONING THROUGH
SIMULATION

FINDINGS:
This investigation revealed that the use of a debriefing strategy that
used a consistent process for reviewing the simulation experience
which incorporated concept mapping and emphasized reflection
contributes to the development of clinical reasoning skills in
undergraduate nursing students. It also revealed that students identify
differences in the quality in debriefing and that meaningful learning,
evidenced by change in clinical reasoning skills, is related to that
perception.
CONCLUSION/RECOMMENDATION:
In conclusion, despite the limitations, this study uncovered useful
information about simulation debriefing and student nurse’s
development of clinical reasoning skills. It contributes to the growing
body of knowledge supporting the use of simulation learning in
nursing education and the development of best teaching practices.