Abstract
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.