In-simulation Debriefing Increases Therapeutic Communication Skills.

BACKGROUND

This article describes a formative simulation experience designed to prepare prelicensure nursing students to interact with psychiatric patients.

PURPOSE

The purpose of this study was to compare the effects of 2 debriefing styles (in-simulation and postsimulation) on nursing students' knowledge, performance, and anxiety related to working with psychiatric patients. The study also explored students' perceptions of the efficacy of in-simulation debriefing.

METHODS

The study used a quasi-experimental, mixed-method design.

RESULTS

There were no statistically significant differences between groups in knowledge, assessment, or anxiety. However, both groups demonstrated significant gains in all areas.

CONCLUSIONS

In-simulation debriefing is an effective tool for teaching therapeutic communication to nursing students.