The aim of the study was to provide an in-depth analysis on the concept of debriefing for professional practice placements within baccalaureate nursing education.
When conducted properly, debriefing leads to positive outcomes on undergraduate nursing students’ learning. However, if debriefing is conducted poorly, it can inhibit students’ learning. Clarification of debriefing as a concept in professional practice placements is integral to its development and successful use within undergraduate nursing education.
The Walker and Avant concept analysis model was used in this study.
The analysis identified four defining attributes (description, emotion, analytical reflection, application), three antecedents (an experience, a supportive and respectful environment, and a competent and knowledgeable debrief facilitator), and three consequences (increased knowledge, increased confidence in knowledge, and increased clinical judgment/clinical decision making).
Knowledge of the defining attributes, antecedents, consequences of debriefing, and empiric referents assists educators in developing successful debriefing frameworks and instrument evaluation criteria for use in professional practice placements.
About the Authors Margaret Ellen M. Fisher, BA (Hons.), BScN, RN, is a master of nursing graduate student with a focus on leadership in nursing education at Western University, London, Ontario, Canada. Abe Oudshoorn, PhD, RN, is an assistant professor, Arthur Labatt Family School of Nursing, Western University. For more information, contact Ms. Fisher at email@example.com.
The authors have declared no conflict of interest.
Online date: March 27, 2019