Debriefing for Professional Practice Placements in Nursing: A Concept Analysis

Authors

Margaret Ellen M. Fisher, The University of Western Ontario
Abe Oudshoorn, The University of Western OntarioFollow

Document Type

Article

Publication Date

7-1-2019

Journal

Nursing Education Perspectives

Volume

40

Issue

4

First Page

199

Last Page

204

URL with Digital Object Identifier

10.1097/01.NEP.0000000000000487

Abstract

© 2019 Lippincott Williams & Wilkins. Aim: The aim of the study was to provide an in-depth analysis on the concept of debriefing for professional practice placements within baccalaureate nursing education. Background: When conducted properly, debriefing leads to positive outcomes on undergraduate nursing students' learning. However, if debriefing is conducted poorly, it can inhibit students' learning. Clarification of debriefing as a concept in professional practice placements is integral to its development and successful use within undergraduate nursing education. Method: The Walker and Avant concept analysis model was used in this study. Results: The analysis identified four defining attributes (description, emotion, analytical reflection, application), three antecedents (an experience, a supportive and respectful environment, and a competent and knowledgeable debrief facilitator), and three consequences (increased knowledge, increased confidence in knowledge, and increased clinical judgment/clinical decision making). Conclusion: Knowledge of the defining attributes, antecedents, consequences of debriefing, and empiric referents assists educators in developing successful debriefing frameworks and instrument evaluation criteria for use in professional practice placements.