Forneris et al. (2015) study concluded that nursing students who participated in the DML debriefing scored significantly higher in their clinical reasoning than those who had usual and customary debriefing. The researchers used the Health Sciences Reasoning Test (HSRT), which involved self-administered questions as well as multiple choice questions. It was also a quasi-experiment that included that incorporated pretest and posttest approaches. Before the simulation exercise began, the participating students were subjected to a pretest to gauge their reasoning. These results would be compared with the outcomes of the posttests. The posttests were repeated, perhaps to establish consistency. Specifically, the tests were conducted three times. Each time, a 30 minute simulation exercise would be conducted followed by a one and half hour debriefing exercise, where the nursing students would be required to recall and reflect on the events of the simulation exercise.
According to the outcome of the study, the change in HSRT mean scores was established to be significant for the intervention group at the 0.05 level and insignificant for the control group. Besides, the change in HSRT means scores between the intervention and control groups was found to be significant at the 0.10 level. The 0.05 (mean) change in the intervention group represents the difference between the posttest and pretest results. On the other hand the 0.10 change between the intervention and control groups shows that there was a difference of 0.10 between the posttest results of the two groups. These differences are statistically and clinically significant. In real interpretation, it means nursing students who participated in DML reasoned better than those who did not take part in the simulation exercise (the control group) (Dreifuerst, 2010). Therefore, Forneris et al. (2015) study has conclusive findings on the impact of DML on nursing learning and reasoning, and is an effective tool to guide and instruct students taking nursing courses.
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References
Dreifuerst, K.T. (2010). Debriefing for meaningful learning: Foster development of clinical reasoning through simulation. Retrieved from Proquest Dissertations and Theses.
Forneris, S. G., Neal, D. O., Tiffany, J., Kuehn, M. B., Meyer, H. M., Blazovich, L. M., & ... Smerillo, M. (2015). Enhancing clinical reasoning through simulation debriefing: a multisite study. Nursing Education Perspectives, 36 (5), 304-310. doi: 10.5480/15-1672
