This article describes a formative simulation experience designed to prepare prelicensure nursing students to interact with psychiatric patients.
The purpose of this study was to compare the effects of 2 debriefing styles (in-simulation and postsimulation) on nursing students' knowledge, performance, and anxiety related to working with psychiatric patients. The study also explored students' perceptions of the efficacy of in-simulation debriefing.
The study used a quasi-experimental, mixed-method design.
There were no statistically significant differences between groups in knowledge, assessment, or anxiety. However, both groups demonstrated significant gains in all areas.
In-simulation debriefing is an effective tool for teaching therapeutic communication to nursing students.
Author Affiliations: Assistant Professor, The Valley Foundation School of Nursing, San Jose State University, California.
The author declares no conflicts of interest.
Correspondence: Dr Gaylle, The Valley Foundation School of Nursing, San Jose State University, One Washington Square, San Jose, CA 95192-5007 (firstname.lastname@example.org).
Accepted for publication: November 12, 2018
Published ahead of print: January 7, 2019
Cite this article as: Gaylle D. In-simulation debriefing increases therapeutic communication skills. Nurse Educ. 2019; doi: 10.1097/NNE.0000000000000643. [Epub ahead of print].