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Post-simulation debriefing as a stepping stone to self-reflection and increased awareness - a qualitative study
Sissel Eikeland Husebø1, Inger Åse Reierson2, Anette Hansen2
1Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Post Box 8600, 4036, Stavanger, Norway. sissel.i.husebo@uis.no.
Advances in Simulation (London, England)
|August 13, 2024
Summary
Nursing students view facilitators as crucial for reflection during post-simulation debriefing. This guided process enhances professional development awareness and deepens learning in simulation-based education.
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Qualitative Research
Background:
- Student involvement in simulation curriculum development is crucial for deeper learning.
- Few studies explore student perspectives on debriefing strategies.
- Understanding student views on post-simulation debriefing is needed.
Purpose of the Study:
- To explore nursing students' perspectives on post-simulation debriefing.
- To identify key elements of effective debriefing from a student viewpoint.
Main Methods:
- Qualitative, explorative, descriptive design.
- Focus group interviews with undergraduate nursing students in Norway.
- Systematic text condensation for data analysis.
Main Results:
- Facilitators act as catalysts, guiding student reflection during debriefing.
- Students gain new insights into professional development and simulated scenarios.
- Two main themes emerged: 'Facilitator as a catalyst for reflection' and 'A process towards increased awareness.'
Conclusions:
- Facilitators play a vital role in guiding student reflection and professional development.
- Student perspectives highlight the importance of facilitator guidance in debriefing.
- Effective debriefing enhances learning and awareness in simulation.
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