Examining the Impact of Structured, Reflective Prebriefing on Student Performance During Simulation

Area of Science:

• Nursing Education
• Simulation-Based Learning

Background:

• The impact of prebriefing on student learning experiences in simulation is not well understood.
• Prebriefing is a crucial component of simulation-based education, yet its optimal structure requires further investigation.

Purpose of the Study:

• To evaluate the effect of structured prebriefing on nursing students' satisfaction, confidence, and skill performance during simulation.
• To compare outcomes between students receiving a robust prebriefing versus a standard prebriefing.

Main Methods:

• A mixed-methods study design was employed.
• Nursing students participated in simulation scenarios with varying prebriefing structures.
• Data collected included student satisfaction, self-reported confidence, and objective skill performance assessments.

Main Results:

• Students exposed to a structured, robust prebriefing demonstrated enhanced nursing skill performance during simulation.
• This group also reported significantly higher levels of confidence and satisfaction with their learning experience.
• A standard prebriefing resulted in comparatively lower satisfaction, confidence, and performance metrics.

Conclusions:

• Structured, reflective prebriefing activities positively impact nursing students' simulation experiences.
• The findings support the integration of robust prebriefing protocols into simulation-based nursing education.
• Enhanced prebriefing is recommended to optimize student learning outcomes in simulation.