AIM To examine the intervention of structured prebriefing, for its effect on students' simulation performance and their prebriefing experience. Prebriefing is the introductory phase of the simulation process.
BACKGROUND Despite its inclusion in the simulation process, little research is available on prebriefing. Reflection theory and concept mapping informed a model-based structured prebriefing activity for preparing students for meaningful learning in simulation.
METHOD A group-randomized, experimental study of 76 baccalaureate nursing students compared competency performance, clinical judgment, and the perception of the prebriefing experience of those receiving structured prebriefing, to those receiving traditional prebriefing activities. The relationship between simulation performance and students' self-rated prebriefing experience was also examined.
RESULTS A statistically significant difference was demonstrated between groups for competency performance (p .001), clinical judgment (p .001) and prebriefing experience (p .001). No relationship was found between perception of prebriefing experience and student' simulation performance.
CONCLUSION Structured prebriefing may impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and meaningful simulation learning.
","abstract_html":"<p>AIM To examine the intervention of structured prebriefing, for its effect on students' simulation performance and their prebriefing experience. Prebriefing is the introductory phase of the simulation process.</p> <p>BACKGROUND Despite its inclusion in the simulation process, little research is available on prebriefing. Reflection theory and concept mapping informed a model-based structured prebriefing activity for preparing students for meaningful learning in simulation.</p> <p>METHOD A group-randomized, experimental study of 76 baccalaureate nursing students compared competency performance, clinical judgment, and the perception of the prebriefing experience of those receiving structured prebriefing, to those receiving traditional prebriefing activities. The relationship between simulation performance and students' self-rated prebriefing experience was also examined.</p> <p>RESULTS A statistically significant difference was demonstrated between groups for competency performance (p .001), clinical judgment (p .001) and prebriefing experience (p .001). No relationship was found between perception of prebriefing experience and student' simulation performance.</p> <p>CONCLUSION Structured prebriefing may impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and meaningful simulation learning.</p>","abstract_has_math":false,"creators":["Page-Cutrara, Karin"],"institution":null,"degree_name":"PhD","degree_level":"Worldwide Access","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["Melanie Turk","Lynn Simko","Kristina Thomas Dreifuerst"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:07Z","subjects":["Clinical Judgment","Nursing Education","Prebriefing","Simulation","Simulation Experience"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/83","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Melanie Turk","Lynn Simko","Kristina Thomas Dreifuerst"]},{"key":"dc:creator","label":"Author","values":["Page-Cutrara, Karin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-01-09T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Worldwide Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Clinical Judgment","Nursing Education","Prebriefing","Simulation","Simulation Experience"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/83"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["AIM To examine the intervention of structured prebriefing, for its effect on students' simulation performance and their prebriefing experience. Prebriefing is the introductory phase of the simulation process.
BACKGROUND Despite its inclusion in the simulation process, little research is available on prebriefing. Reflection theory and concept mapping informed a model-based structured prebriefing activity for preparing students for meaningful learning in simulation.
METHOD A group-randomized, experimental study of 76 baccalaureate nursing students compared competency performance, clinical judgment, and the perception of the prebriefing experience of those receiving structured prebriefing, to those receiving traditional prebriefing activities. The relationship between simulation performance and students' self-rated prebriefing experience was also examined.
RESULTS A statistically significant difference was demonstrated between groups for competency performance (p .001), clinical judgment (p .001) and prebriefing experience (p .001). No relationship was found between perception of prebriefing experience and student' simulation performance.
CONCLUSION Structured prebriefing may impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and meaningful simulation learning.
"]},{"key":"dc:title","label":"Title","values":["The Impact of Structured Prebriefing on Nursing Students' Competency Performance, Clinical Judgment and Experience in Simulation"]}]}],"canonical_facts":{"dc:contributor":["Melanie Turk","Lynn Simko","Kristina Thomas Dreifuerst"],"dc:creator":["Page-Cutrara, Karin"],"dc:date.available":["2017-01-09T08:00:00Z"],"dc:description.abstract":["AIM To examine the intervention of structured prebriefing, for its effect on students' simulation performance and their prebriefing experience. Prebriefing is the introductory phase of the simulation process.
BACKGROUND Despite its inclusion in the simulation process, little research is available on prebriefing. Reflection theory and concept mapping informed a model-based structured prebriefing activity for preparing students for meaningful learning in simulation.
METHOD A group-randomized, experimental study of 76 baccalaureate nursing students compared competency performance, clinical judgment, and the perception of the prebriefing experience of those receiving structured prebriefing, to those receiving traditional prebriefing activities. The relationship between simulation performance and students' self-rated prebriefing experience was also examined.
RESULTS A statistically significant difference was demonstrated between groups for competency performance (p .001), clinical judgment (p .001) and prebriefing experience (p .001). No relationship was found between perception of prebriefing experience and student' simulation performance.
CONCLUSION Structured prebriefing may impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and meaningful simulation learning.
"],"dc:identifier":["https://dsc.duq.edu/etd/83"],"dc:language":["English"],"dc:subject":["Clinical Judgment","Nursing Education","Prebriefing","Simulation","Simulation Experience"],"dc:title":["The Impact of Structured Prebriefing on Nursing Students' Competency Performance, Clinical Judgment and Experience in Simulation"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Worldwide Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:07Z"}