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Prebriefing in clinical simulation in nursing: scoping review
Camila Cazissi da Silva1, Taison Regis Penariol Natarelli2, Aline Natalia Domingues2
1Universidade Estadual de Campinas (UNICAMP), Faculdade de Enfermagem. Campinas, São Paulo, Brasil.
This scoping review explored the prebriefing phase in nursing clinical simulations. Findings indicate a lack of consensus on its definition but highlight its importance for enhancing learning outcomes and participant well-being.
Area of Science:
- Nursing Education
- Healthcare Simulation
- Pedagogy
Background:
- The prebriefing phase is critical in clinical simulations.
- Standardization of prebriefing practices is lacking.
- Understanding prebriefing elements is essential for effective simulation-based learning.
Purpose of the Study:
- To map the concept and structural elements of the prebriefing phase in nursing clinical simulations.
- To synthesize current knowledge on prebriefing in nursing education.
Main Methods:
- A comprehensive scoping review was conducted.
- Searches were performed across multiple databases (PubMed, EMBASE, CINAHL, SCOPUS, Web of Science, etc.) in Portuguese, Spanish, and English.
- No time limit was imposed on the search criteria.
Main Results:
- Twenty-four studies were selected for analysis.
- The term "prebriefing" was consistently used in 70.8% of articles to denote the preparatory phase before simulation.
- Diverse methods for prebriefing were identified, including reflective practices, laboratories, games, and videos.
Conclusions:
- There is no established consensus on the precise definition or constituent elements of the prebriefing phase.
- Prebriefing significantly contributes to participant satisfaction, engagement, and psychological safety.
- Effective prebriefing is associated with improved learning outcomes in nursing clinical simulations.
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