Debriefing for Professional Practice Placements in Nursing: A Concept Analysis.
Journal
Nursing education perspectives
ISSN: 1536-5026
Titre abrégé: Nurs Educ Perspect
Pays: United States
ID NLM: 101140025
Informations de publication
Date de publication:
Historique:
pubmed:
29
3
2019
medline:
10
9
2019
entrez:
29
3
2019
Statut:
ppublish
Résumé
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.
Sections du résumé
AIM
OBJECTIVE
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.
BACKGROUND
BACKGROUND
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.
METHOD
METHODS
The Walker and Avant concept analysis model was used in this study.
RESULTS
RESULTS
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).
CONCLUSION
CONCLUSIONS
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.
Identifiants
pubmed: 30920472
doi: 10.1097/01.NEP.0000000000000487
doi:
Types de publication
Journal Article
Langues
eng