Abstract
BackgroundDebriefing for Meaningful Learning (DML) is a systematic debriefing process. DML combines with empathy map has yet to be empirically tested. MethodThis is a quasi- experimental study to evaluate effectiveness of DML combined with empathy map on prelicensure nursing students. Participants were recruited from the final semester of baccalaureate nursing program. Cluster were randomly assigned to the control group or interventional group using a computer- generated block randomization table. Data were collected through a self-administered structured questionnaire from March 2021 to June 2021. ResultsThe DML combined with empathy map showed significantly better improvements in four aspects of clinical reasoning: awareness of clinical signals, confirmation of clinical problems, decision and implementation of the action, and assessment and reflection (p < .05). The total and subscale empathy scores of the interventional group also showed significantly different at post-test than the control group (p < .05). ConclusionsDML combined with empathy map in debriefing enhanced nursing students’ ability to analyze a patient's information from patients' perspectives, integrate theoretical knowledge and care activities.
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