Using Rubrics as an Assessment and Debriefing Tool for Simulation Education in Nursing

Abstract

Simulation-based learning has been used as an educational strategy of medical and nursing education because its provides an opportunity for students to amplify real experiences in a systematic and interactive manner and to learn without putting patients from unnecessary harm. In simulation learning, debriefing plays a vital role. Through providing feedback to students, they can generate new knowledge and develop critical thinking. In order to do a structured debriefing, in this study, we used Northeastern Illinois University Critical Thinking Rubric as a tool for assessment and debriefing for simulation education among 204 university students. Students were divided into intervention and control groups. Both groups performed two 20-minute simulation sessions individually with simulated patients and received a debriefing session. In the intervention group, rubric-based debriefing was used. Based on generalized estimating equation models, the intervention effect over time was found statistically significant (β = 2.06, 95% CI = 1.04 to 3.08) in enhancing students’ critical thinking.