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The Impact of Simulation Prebriefing on Perceptions of Overall Effectiveness, Learning, and Self-Confidence in
1About the Author Jill Chamberlain, PhD, RN, is a nursing research facilitator, Memorial Medical Center, Springfield, Illinois. The author is grateful to Dr. Julia Aucoin, Nova Southeastern University, for her support and guidance in the preparation of this manuscript. For more information, contact Dr. Chamberlain at chamberlain.jill@mhsil.com.
Aim:
The aim of this study was to evaluate the impact of simulation prebriefing on nursing students' perceptions of overall effectiveness, learning, and self-confidence.
Background:
Most research highlights debriefing as the most important component influencing learning outcomes; the focus on prebriefing is limited.
Method:
This quasiexperimental design study compared outcomes among four groups of undergraduate students (n = 119) at two schools of nursing: no prebriefing, prebriefing with learning engagement and orientation activities, prebriefing with orientation activities, and prebriefing with learning engagement activities.
Results:
Perceptions of overall simulation effectiveness, learning, and self-confidence were significantly higher with prebriefing (p = .000) compared to no prebriefing. No significant distinction (p >.05) was found among the prebriefing activities.
Conclusion:
Findings from this study support the use of learning engagement and orientation activities during prebriefing in order to enhance overall simulation effectiveness.
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