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

Abstract

Background: The purpose of this study was to evaluate the impact of a concept map in the prebriefing on clinical competence of nursing students in a prelicensure associated degree nursing program. Methods: A prospective, quasi-experimental, comparative, 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. Results: The evaluation of 115 nursing students enrolled in first-year nursing courses revealed no overall increase in clinical competence using a concept map in the prebriefing process. Although not captured, students stated they felt the concept map positively impacted their critical thinking during simulation. Conclusions: A concept map in the prebriefing process may impact the clinical competency of nursing students. Further evaluation is warranted to determine the impact of a concept map in the prebriefing process on clinical competence.