Student-Centered Reflection During Debriefing: A Mixed-Methods Study
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Updated: Oct 10, 2025

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Published on: March 12, 2018
1Clinical Assistant Professor, Director of Simulation, and PhD Student (Ms Nagle) and Associate Professor (Dr Foli), School of Nursing, Purdue University, West Lafayette, Indiana.
Background:
Guided reflection during a debriefing after the simulation is a critical component of learning and is essential for clinical judgment development. However, the literature describing student-centered reflection during debriefing is only beginning to emerge.
Purpose:
This study aimed to explore concordance between student-centered reflection concept characteristics and describe students' experiences related to reflection during an optimal simulation debriefing.
Methods:
This was a descriptive, mixed-methods study.
Results:
Quantitative responses (N = 175; 67% response rate) confirmed participants' concordance with student-centered reflection concept analysis attributes, antecedents, and consequences. Analysis of open-ended questions highlighted internal and external factors influencing students' reflections. A recurring theme was the importance of faculty and peers in creating a safe, supportive environment for reflections.
Conclusions:
Findings support the concordance of student-centered reflection and provide valuable insights into the internal and external factors influencing this reflection.
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