title: Impact of prebriefing on competency performance, clinical judgment and experience in simulation: An experimental study.
abstract: BACKGROUND
  Prebriefing is the introductory phase of the simulation process, however, little nursing education research is available on this aspect of simulation. Reflection theory and concept mapping informed a model-based structured prebriefing activity to prepare students for meaningful simulation learning.
  
  
  OBJECTIVE
  The aim of this study was to examine the intervention of structured prebriefing for its effect on nursing students' competency performance, clinical judgment and their perceived prebriefing experience.
  
  
  METHODS
  An experimental group-randomized design was used in this study; the intervention group who received structured prebriefing was compared to the control group.
  
  
  METHODS
  The study was conducted at a university school of nursing in Canada.
  
  
  METHODS
  Baccalaureate nursing students (N=76) enrolled in a fourth-year medical-surgical course participated in this study.
  
  
  METHODS
  Competency performance, clinical judgment, and the perception of the prebriefing experience of those participants receiving structured prebriefing and those receiving traditional prebriefing activities, were compared. The relationship between simulation performance and students' self-rated prebriefing experience was also examined. Scores from the Creighton Competency Evaluation Instrument and the Prebriefing Experience Scale were analyzed using parametric and non-parametric statistics.
  
  
  RESULTS
  A statistically significant difference was demonstrated between groups for competency performance (p<0.001), clinical judgment (p<0.001) and prebriefing experience (p<0.001). No relationship was found between perception of prebriefing experience and students' simulation performance.
  
  
  CONCLUSIONS
  Theory-based, structured prebriefing can impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and may enhance meaningful simulation learning.
authors.affiliation: York University School of Nursing, Toronto, ON, Canada; 325 HNES, York University, 4700 Keele St.., Toronto, ON M3J 1P3, Canada. Electronic address: kcutrara@yorku.ca.
authors.forename: Karin
authors.initials: K
authors.lastname: Page-Cutrara
authors.affiliation: Duquesne University School of Nursing, Pittsburgh, PA, USA; Fisher Hall 518, Duquesne University, 600 Forbes Ave., Pittsburgh, PA 15282, USA. Electronic address: turkm@duq.edu.
authors.forename: Melanie
authors.initials: M
authors.lastname: Turk
mesh_terms: D000328:Adult; D002170:Canada; D002983:Clinical Competence; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D008875:Middle Aged; D015402:Nursing Education Research; D000066908:Simulation Training; D013338:Students, Nursing
keywords: Clinical judgment; Nursing education; Prebriefing; Simulation; Simulation experience