Role of Debriefing on Traumatic Clinical Experience and Anxiety among Student Nurses: A Mixed Method Study

Abstract

Background: Student nurses in the Philippines frequently encounter traumatic clinical experiences during Related Learning Experience (RLE) rotations, yet formal debriefing protocols and mental health support systems remain limited, reinforcing stigma and unprocessed psychological distress. Aim: This study sought to explore the role of debriefing on traumatic clinical experience and mental health outcomes of student nurses in a private college in Iloilo City. Methods: A concurrent mixed-methods design was employed. Quantitative data were collected using adopted and researcher-made questionnaires from two hundred seventy-five (275) participants selected using the Raosoft sample size calculator, while qualitative data were gathered through the use of an in-depth interview with seven (7) participants through purposive sampling. Ethical clearance was secured prior to data collection to ensure participant protection and research integrity. Results: The findings revealed that nursing students view debriefing as a valuable instructional and emotional support strategy that helped lessen feelings of anxiety and overwhelm. Statistical analysis indicated that informal debriefing was not significantly associated with reduced anxiety scores. Qualitatively, students described debriefing as a safe space for emotional expression, although these sessions were often described as unstructured and focused more on clinical correction than emotional support. Conclusion: It is concluded that traumatic clinical experiences are common among student nurses and have a considerable psychological impact. Although informal debriefing was perceived as beneficial, it may be insufficient to effectively reduce measurable anxiety. These findings highlight the need for structured debriefing and reflective practice to better support the students’ emotional resilience and coping. Clinical instructors are encouraged to prioritize establishing a psychologically safe learning environment where students can openly process distressing experiences. Future studies should use longitudinal and multi-site designs to examine the long-term effects of structured debriefing on anxiety.