Original Article
Study on Educational Meaning of Debriefing for Nursing Students with Experience of Clinical Incident
−Using Reflective Framework−
2015 Volume 25 Issue 2 Pages 15-27
Details
2015 Volume 25 Issue 2 Pages 15-27
〔Purpose〕The purpose of this study is to demonstrate whether debriefing using reflective framework for nursing students who experienced incidents contributes to learning from such experiences.
〔Methods〕Participants were 11 second-year students at a three-year nursing college who experienced incidents during a clinical practicum and agreed to participate in the study. I requested students who experienced incidents to keep a reflective journal, and conducted interactive debriefings after one month. Data were collected through semi-structured interviews one month after debriefing. Verbatim transcripts were analyzed using content analysis.
〔Results〕4 core categories and 12 categories were generated from 428 codes. Before debriefing, students were 【burdened by incidents】 due to “a sense of burden caused by incidents and unstable emotions” and “guilt-based negative emotions.” After debriefing, students transitioned to the following three structures: （1）【foundation for personal growing】 consisting of “a feeling of acceptance through approval,” “relief by self-disclosure,” “further awareness by self-disclosure,” “awareness of personality characteristics by facing oneself,” and “awareness of the necessity of assertion/self-expression”; （2）【building up bases for professional development】 consisting of “recognition of causes and taking a step forward” and “beginning to understand safety as a professional”; and （3）【awareness of supportive learning for development】 consisting of “realization of positive changes,” “awareness of the value of debriefing,” and “opportunities of productive learning.”
〔Discussion〕The transition to the three structures after debriefing can be considered “educationally significant,” in that students who experienced incidents converted these experiences into learning. This represents the effects of debriefing （feedback）through reflective framework of Gibbs. Findings underscore the usefulness of debriefing as a specific educational method that enables nurses to adopt a mindset of safe care in nursing education.
This educational meaning has suggested the usefulness of debriefing which consisted of frameworks of reflection.
