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In-simulation Debriefing Increases Therapeutic Communication Skills

Gaylle, Debrayh, EdD, MS, PHN, RN

doi: 10.1097/NNE.0000000000000643
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Background This article describes a formative simulation experience designed to prepare prelicensure nursing students to interact with psychiatric patients.

Purpose 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.

Methods The study used a quasi-experimental, mixed-method design.

Results There were no statistically significant differences between groups in knowledge, assessment, or anxiety. However, both groups demonstrated significant gains in all areas.

Conclusions 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 (debrayh.gaylle@sjsu.edu).

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].

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