English
DOI:
https://doi.org/10.19166/nc.v13i2.10034Kata Kunci:
Clinical Judgment, Debriefing, Education, nursing, nursing studentsAbstrak
Latar Belakang: Clinical judgment merupakan kompetensi penting bagi mahasiswa keperawatan, namun pengembangannya masih belum konsisten dalam pendidikan keperawatan. Debriefing muncul sebagai strategi pembelajaran yang menjanjikan untuk meningkatkan kemampuan ini, terutama jika dikombinasikan dengan pembelajaran berbasis simulasi. Metode:
Scoping review ini menggunakan kerangka Arksey dan O'Malley untuk mengidentifikasi teknik debriefing yang digunakan dalam pendidikan keperawatan sarjana, hasilnya terhadap clinical judgment, serta aktivitas pembelajaran yang mendukung pengembangannya. Empat belas artikel yang diterbitkan antara tahun 2016–2024 diidentifikasi melalui pencarian sistematis pada tiga basis data (ProQuest, MEDLINE, dan PubMed). Hasil: Debriefing terstruktur berbasis teori seperti Tanner’s Clinical Judgment Model dan Debriefing for Meaningful Learning terbukti paling efektif dalam meningkatkan clinical judgment. Teknik seperti video-assisted, refleksi terbimbing, dan debriefing transformasional meningkatkan kemampuan berpikir kritis, memperhatikan, menginterpretasi, dan mengambil keputusan. Aktivitas seperti simulasi fidelitas tinggi dan refleksi berbasis transfer pembelajaran turut mendukung perkembangan judgment. Kesimpulan: Debriefing yang terstruktur dan berbasis teori secara signifikan meningkatkan clinical judgment mahasiswa keperawatan. Integrasi debriefing reflektif dalam simulasi penting untuk memperkuat hasil pembelajaran. Rekomendasi: Pendidik keperawatan disarankan menggunakan model debriefing terstruktur dan melatih fasilitator secara menyeluruh. Penelitian lanjutan perlu mengeksplorasi dampak jangka panjang dan lintas profesi dari debriefing terhadap kompetensi klinis.
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Hak Cipta (c) 2025 Sarah Lidya Cicilia, Marisa Junianti Manik
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