Development of a Psychiatric Debriefing Protocol for Nursing Students Anchored on Peplau’s Interpersonal Relations Theory
Psychiatric clinical dutyis an essential aspect of nursing education, though many nursing students still struggle with anxiety, emotional distress, and the challenge of fitting in with psychiatric settings. These challenges may negatively influence communication skills, which are crucial in psychiatric nursing, thus the need for debriefing as an essential aspect of psychiatric nursing education. The main objective of this study was to develop a psychiatric debriefing protocol for nursing students using Hildegard Peplau’s interpersonal relations theory. This study employed a developmental qualitative design involving 20 third-year nursing students as participants. Data were collected through standardized patient simulation followed by Key Informant Interviews (KII) andwere analyzed using a hybrid approach of inductive and deductive qualitative content analysis, with Peplau’s Interpersonal Relations Theory serving as a guiding framework. Themes that emerged from the study findings as follows: (1) Facing the Unknown: Emotional Vulnerability and Inner Adjustment in Psychiatric Exposure; (2) Finding the Therapeutic Voice: Growth in Communication, Empathy, and Professional Identity; (3) Bridging Theory and Reality: Readiness, Boundaries, and Clinical Confidence; (4) Strengthin Connection: Support Systems as Anchors of Learning and Resilience; and,(5), From Simulation to Transformation: Experiential Learning as a Catalyst for Insight and Professional Growth. A structured debriefing protocol was developed from the findings, showing the potential utility of theory-based debriefing in preparing nursingstudents for psychiatric clinical duty.