The Effect of Debriefing with Good Judgment on Acute Care Nurse Practitioner Students' Reflective Ability and Perspective Transformation

This presentation will present the results of a descriptive experimental repeated measures study that explored the effectiveness of a structured model of debriefing, Debriefing with Good Judgment, on acute care nurse practitioner studentsÕ reflective ability and perspective transformation. The study was conducted with a convenience sample of 22 ACNP students who were randomly assigned to either a control or experimental group. The style of debriefing was the independent variable with the control group assigned ÒusualÓ style debriefing while the experimental group received Debriefing with Good Judgment. The differences between structured and unstructured debriefing will be discussed with an overview of models of debriefing after participation in high-fidelity simulation. Qualitative and quantitative study results will be presented and the evaluation of experimental intervention fidelity which was conducted by four blinded external raters using the DASH-R? to ensure that the style of debriefing was consistent between the two debriefers, stable throughout the study and congruent with the model, Debriefing with Good Judgment. Results: There was not a significant difference between groups on reflective ability (p = .289) however the interaction between time and group assignment was significant (p = .049, ?p2 = .125). The pattern of change over time in reflective ability scores for the experimental group was also significant. The experimental group had a significantly higher rate of perspective transformation (p = .040) and the qualitative data supported the quantitative outcomes. Effectively incorporating high-fidelity simulation and debriefing into nurse practitioner curriculum requires knowledge of evidence-based pedagogy. Through the presentation of study results this presentation will expand the learnersÕ knowledge of the evidence-based teaching strategies and highlight the implications for training of nurse practitioner faculty in the most effective use of high-fidelity simulation and debriefing.