Learning Clinical Competencies With Debriefing and Virtual Simulation in Nursing Students: A Mixed Study

Abstract

Objective: To evaluate the effectiveness of debriefing and virtual clinical simulation strategies implemented in the Google Classroom digital environment for the learning of clinical competencies among sixth-semester undergraduate Nursing students during a public health contingency period. Method: A mixed-methods (qualitative–quantitative) study was conducted. A semi-structured interview was administered to a focus group (28 % of the sample), along with a 19-item questionnaire and five open-ended questions applied to 104 students. The information was triangulated through hermeneutic analysis of evidence of academic performance obtained from Google Classroom. Results: A total of 91.1 % of participants considered that debriefing leads to the acquisition of clinical competencies; 89.8 % indicated that the nursing process strengthened clinical thinking; and 91.3 % considered that simulation contributed to preclinical learning. The average academic performance was 89.95/100. The implementation of collaborative forums, case discussions, and structured clinical examinations contributed positively to the development of clinical competencies. Conclusions: Debriefing and virtual clinical simulation strategies in the virtual classroom are effective for the learning of clinical competencies in preclinical settings. The incorporation of learning management systems that support these strategies into the nursing curriculum is recommended.