Work

Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review

Year: 2025

Type: review

Abstract: Objectives The aim of this systematic review is to determine how debriefing processes, perceived by undergraduate nursing students, affect confidence and learning outcomes from qualitative studies conducted between 2019 and 2023. REVIEW METHODS This systematic review is aligned with the PRSIMA 2020 search strategy and includes data from only qualitative studies. Previous studies on perceived outcomes surrounding effective debriefing processes within simulation-based learning has predominantly focused on quantitative and mixed method studies. Results A total of 358 primary studies were obtained from the initial search: CINAHL (n = 64), ERIC (n = 3), MEDLINE (ProQuest) (n = 42), SCOPUS (n = 101), and WEB OF SCIENCE (n = 137); and hand searched articles (n = 11). A total of 5 studies were included in the review from which 3 underlying commonalities were identified: Self-awareness and self-confidence; Safe Learning Environment; and Confidence for Clinical Practice. Conclusion The debriefing process is perceived as having a positive effect on students’; however, a 2-step approach to debriefing in which self-reflection prior to group discussion on their performance is preferred.

Source: Teaching and learning in nursing

DOI: 10.1016/j.teln.2025.03.018

Author: Leanne Glennie

Institution: University of Strathclyde

Language: English

Topic: Simulation-Based Education in Healthcare

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: hybrid

Estimated APC paid: $2,700