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    Simulation-based education (SBE) enhances metacognition in nursing by integrating prebriefing and debriefing. This chapter explores evidence-based strategies for effective simulation debriefing to improve clinical decision-making.

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    Area of Science:

    • Nursing Education
    • Medical Simulation
    • Metacognition

    Background:

    • Healthcare system changes necessitate metacognitive skills in practitioners.
    • Simulation-based education (SBE) is adopted in nursing education to foster these skills.
    • SBE involves prebriefing, simulation, and debriefing, underpinned by psychological safety.

    Purpose of the Study:

    • To explore evidence and theories on best practices in SBE, focusing on prebriefing and debriefing.
    • To examine the theoretical foundations of SBE and theory-based debriefing.
    • To provide recommendations for future research in simulation debriefing.

    Main Methods:

    • Review of evidence and theories on SBE best practices.
    • Analysis of prebriefing as a component of effective debriefing.
    • Exploration of theory-based debriefing models and research outcomes.

    Main Results:

    • Prebriefing is crucial for simulation engagement and debriefing effectiveness.
    • Debriefing offers a key opportunity to develop learners' metacognitive skills.
    • The chapter synthesizes current knowledge on SBE debriefing and identifies research gaps.

    Conclusions:

    • Effective prebriefing and debriefing are essential for SBE in nursing.
    • Further research is needed to advance theory-based debriefing practices.
    • Optimizing SBE debriefing can enhance clinical decision-making and practitioner competence.