Prebriefing in Nursing Simulation: Does the Use of Concept Mapping in the Prebriefing Process Impact Clinical Competency in Nursing Students?

Abstract

The prebriefing phase of simulation lacks development and research. The aim of this project was to evaluate the use of a concept map in the prebriefing process of simulation. A quasi-experimental post-test only project was implemented using a concept map in the prebriefing process to evaluate the impact on clinical competence in nursing students in a prelicensure associated degree nursing program. The Creighton Clinical Competence Evaluation (C-CEI) was used to compare the two groups (n = 113). Results of the Mann Whitney U test revealed no significant difference between the intervention/concept map concept (Mdn = 38) compared to the experimental group, (Mdn = 39), U = 1904, z = 1.781, p = .075. A Pearson Chi-Square analysis on the individual variables of the C-CEI revealed a statistically significant relationship in the concept map group on the following variables: Assesses the Environment (p = .003), Documentation, (p = .043), Professionalism ( p =.011), Interprets Data, (p = .028), Provides Evidence-Based Rationale for Interventions (p = .007), Evaluates Evidence-Based Interventions and Outcomes, (p = .000) and Reflects on Potential Hazards and Errors (p = .016). Results suggest a concept map in the prebriefing process may impact the clinical competency of nursing students in certain areas. Further research is needed to develop and define the prebriefing process using a concept map and the undergraduate nursing student.