Significance of the Problem: Today’s healthcare environment requires new nurses to have strong clinical judgment skills upon entry to practice. Contributing to this problem are the challenges faced by prelicensure nursing programs that include faculty shortages and the decreasing availability of clinical spaces. Simulation activities offer hands-on clinical learning opportunities in the place of traditional clinical experiences. However, simulation labs are costly to develop and maintain, which impacts student learning opportunities. Prebriefing, an understudied area of simulation, provides educators with another clinical exercise to facilitate students’ growth in clinical judgment.

Objective: The purpose of this study was to explore the effects of a structured online prebriefing exercise on prelicensure nursing students’ clinical judgment skills.

Hypothesis: The clinical judgment of the prelicensure nursing students who receive a structured online prebriefing exercise before an active simulation scenario is stronger than the clinical judgment of students who receive traditional prebriefing.

Methods: A quasi-experimental randomized group design with a pretest-posttest approach was used to examine clinical judgment scores of participants, comparing the group who received a structured online prebriefing exercise to a group that received traditional face-to-face prebriefing.

Planned Analysis: The clinical judgment scores from the Creighton Competency Evaluation instrument that were examined using an independent t-test for differences showed no statistical differences between the two groups. The Simulation Effectiveness Tool – Modified demonstrated that students perceived the online prebriefing exercises to be beneficial to their learning.

Date of publication

Fall 12-5-2019

Document Type




Persistent identifier


Committee members

Dr. Danita Alfred, Dr. Jerri Post, Dr. Julie Fomenko


Doctor of Philosophy in Nursing

Available for download on Saturday, December 18, 2021

Included in

Nursing Commons