Document Type

Final Project

Graduation Date

Spring 5-9-2026

Degree Name

Doctor of Nursing Practice

First Advisor

Amy Ford

Second Advisor

Angela Johnson

Abstract

Background: Undergraduate nursing students experience stressful clinical situations that may influence learning, emotional well-being, and practice readiness. Structured debriefing provides an avenue for reflective processing; however, variations in debriefing practices can reduce effectiveness. This program evaluation examined the effect of a faculty-developed, standardized eLearning debriefing module on resiliency and coping among BSN students.

Method: A quasi-experimental, one-group pre-test/post-test design was implemented with junior and senior students during clinical rotations. Faculty completed the module and facilitated standardized debriefings. Student resilience and coping were measured using the Connor‑Davidson Resilience Scale and the Brief Resilient Coping Scale.

Results: Twenty-one students completed baseline surveys, but only two completed both assessments, limiting the interpretation. Findings suggested stable short-term resilience and coping scores.

Conclusion: Despite limited paired data, this project demonstrated feasibility and supports the need for improved response rates, longitudinal measurement, and continued exploration of standardized debriefing as a strategy to enhance student well-being.

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