Vol. 2 No. 1 (2026): Research for Responsive Practice
Articles

Development of a Psychiatric Debriefing Protocol for Nursing Students Anchored on Peplau’s Interpersonal Relations Theory

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  • Precious Angel Bote,
  • Althea Dela Cruz,
  • Cielo Antonette Francisco,
  • Anne Gemelina Guevarra,
  • Joanna Rose Iglesias,
  • Ma. Kristina Manuzon,
  • Marydel Millar,
  • Alex Borromeo,
  • Brian Bernard Alfonso
Precious Angel Bote
Bulacan State University
Categories

Published 2026-08-15

Keywords

  • psychiatric debriefing,
  • nursing students,
  • emotional preparedness,
  • therapeutic communication,
  • Peplau’s Interpersonal Relations Theory

How to Cite

Bote, P. A., Dela Cruz, A., Francisco, C. A., Guevarra, A. G., Iglesias, J. R., Manuzon, M. K., … Alfonso, B. B. (2026). Development of a Psychiatric Debriefing Protocol for Nursing Students Anchored on Peplau’s Interpersonal Relations Theory. Sidhaya: The Official Research Journal of Bulacan State University, 2(1), 1–11. Retrieved from https://lunday.bulsu.edu.ph/index.php/sidhaya/article/view/150

Abstract

Psychiatric clinical duty is 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 (KIIs) and analyzed using a hybrid approach to 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) Strength in  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 nursing students for psychiatric clinical duty.

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