The Effect of Immediate Versus Delayed Debriefing on Basic Life Support Competence In Undergraduate Nursing Students.

Not Applicable

Completed

Brief Summary: The goal of this clinical trial is to find out if immediate (hot) or delayed (cold) debriefing is better for undergraduate nursing students during Basic Life Support (BLS) training.

The study aims to:

* Identify the effect of hot versus cold debriefing in BLS training for nursing students.

* Identify which debriefing method students prefer.

Researchers will compare the two debriefing methods. Participants will:

* Be randomly assigned (by flipping a coin) to either hot or cold debriefing.

* Take part in a simulation about Basic Life Support.

Detailed Description: This RCT aimed to identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students\' BLS competence and to assess the impact of hot and cold debriefing nursing students\' debriefing experience.

Specific Aims/Hypothesis Specific aim 1: Identify the efficacy of cold versus hot debriefing in BLS training for undergraduate nursing students\' BLS competence.

Hypothesis 1a: In both cold and hot debriefing groups, there is a significant difference in the BLS competence of undergraduate nursing students between pre-intervention and post-intervention.

Hypothesis 1b: Undergraduate nursing students who receive cold debriefing will show greater BLS competence than those who receive hot debriefing. Our approach to testing the aim is to conduct an experimental design study.

Specific aim 2: Assess the impact of hot and cold debriefing on undergraduate nursing students\' debriefing experience.

Hypothesis 2: Undergraduate nursing students who receive cold debriefing will show greater debriefing experience scores than those who receive hot debriefing.

Recruitment & Eligibility

Inclusion Criteria

Junior or senior nursing students (i.e., in their third or fourth year of the BSN degree).

Exclusion Criteria

Arm && Interventions

Group	Intervention	Description
Cold Debriefing	Cold debriefing	The researcher assigned a cold debriefing (after one-day post-simulation) for undergraduate nursing students in the intervention group.
Hot Debriefing	Hot Debriefing	The control group received a hot debriefing (immediately after the simulation).

Primary Outcome Measures

Name	Time	Method
Basic Life Support Competence	Immediately after the intervention	Competence level was measured via the American Heart Association (2020) Basic Life Support competency checklist, which is a dichotomous rating scale of 0 (not done/done incorrectly) and 1 (done correctly); there was a total of 15 points. The higher the score, the better the outcome.

Secondary Outcome Measures

Name	Time	Method
Debriefing Experience Scale	Immediately after the intervention	The Debriefing Experience Scale (DES) (Reed, 2012) was developed to assess nursing students debriefing experience. It included 20 elements in total and was split into four subscales: (1) Analyzing Thoughts and Feelings; (2) Learning and Makin Connections; (3) Facilitator Skill in Conducting the Debriefing; and (4) Appropriate Facilitator Guidance (Reed, 2012). A Likert scale ranges from 1 (strongly disagree) to 5 (strongly agree). The minimum score is 20 and the maximum is 100. The higher the score, the better the outcome.