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

The Effect of Hot and Cold Debriefing on BLS Competence and Reflection In Undergraduate Nursing Students.

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.

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.

Inclusion Criteria:

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

Exclusion Criteria:

• Nursing students who are not junior or senior.