Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.
Newly licensed Registered Nurses (RNs) have an obligation to be safe and effective in their first job. The transition of nursing graduates to the new RN role should ensure the key components of safety and effectiveness are present. Transitions can be made more effective through the use of simulations. Rubrics can be used in simulations to help validate progression in learning from simple to more complex care concepts. A study was conducted to assess the effectiveness of the use of simulations utilizing rubrics to assess progression in performance in second degree students enrolled in an accelerated nursing program. Findings indicate that the use of simulation, utilizing Quality and Safety Education for Nurses (QSEN)-based rubrics for assessment, can improve competence in patient care and safety, thus contributing to a successful transition to practice.
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