The Influence of Instructor-centered Versus Learner-centered Debriefing on Clinical Judgment in Nursing Students: A Mixed-methods Experimental Study Protocol

What this Trial Is About

This research aims to compare two styles of debriefing—learner-centered (LCT) and instructor-centered (ICT)—to see how they affect the development of clinical judgment in undergraduate nursing students. Clinical judgment is a key skill for nursing practice, and while various debriefing approaches exist, there is limited strong evidence on which style best supports learning. The study addresses a gap in nursing education by systematically evaluating these teaching methods using a mixed-methods design. Participants will attend two 2-hour simulation sessions followed by a debriefing session using either the learner-centered style, which encourages reflection and shared learning, or the instructor-centered style, which focuses on direct information transfer from the facilitator. The study involves a randomized controlled trial phase to measure the impact of each debriefing style, followed by focus groups to gather students' experiences and perceptions. Rigorous monitoring will ensure that the distinct debriefing methods are properly applied. During the study, students' clinical judgment will be assessed twice: at the start during a practical exam and about three months later after the intervention using the Lasater Clinical Judgment Rubric. Additionally, student feedback will be collected through focus groups within three weeks after the final simulation session. This comprehensive approach will help researchers understand how each debriefing style influences learning and clinical judgment development in nursing education.

Debriefing Styles and Clinical Judgment in Nursing Students