Peer Debriefing Versus Instructor-Led Debriefing for Nursing Simulation.

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Healthcare Professional Training

Background:

• Debriefing is a critical reflective component following simulation experiences in healthcare education.
• Evaluating different debriefing strategies is essential for optimizing learning outcomes.
• Nursing students' perceptions of debriefing quality can influence their educational experience.

Purpose of the Study:

• To compare the debriefing assessment and satisfaction levels of nursing students exposed to distinct debriefing methodologies.
• To identify the most effective debriefing approach for enhancing student perception and evaluation of simulation-based training.

Main Methods:

• An experimental study involving 177 nursing students was conducted, utilizing three debriefing groups: instructor-led, peer-led, and a combined approach.
• Debriefing satisfaction was measured using the Clinical Experience Simulation scale, Visual Analogue Scale (VAS), and the Debriefing Assessment for Simulation in Healthcare (DASH).

Main Results:

• Significant differences in satisfaction (VAS scores) were observed across all three debriefing groups.
• The combined debriefing group reported significantly higher scores on the Clinical Experience Simulation scale compared to instructor-led debriefing.
• The DASH total scores were significantly higher for combined debriefing versus instructor-led debriefing, and for instructor-led versus peer debriefing.

Conclusions:

• Integrating combined debriefing methods post-simulation demonstrably enhances nursing students' satisfaction and their perceived assessment of the debriefing process.
• The findings suggest that a combined debriefing strategy offers a superior learning experience compared to standalone instructor-led or peer-led methods.