Hot Versus Cold Debriefing in a Nursing Context: An Integrative Review.

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Healthcare Professional Training

Background:

• Hot debriefing occurs immediately post-event, while cold debriefing occurs after 24 hours.
• This review focuses on the impact of hot versus cold debriefing on prelicensure nursing students following simulations.

Purpose of the Study:

• To examine the effects of hot versus cold debriefing on prelicensure nursing students.
• To compare the outcomes of immediate versus delayed debriefing in simulation-based education.

Main Methods:

• An integrative review following Whittemore and Knafl's five-stage method.
• Searched PubMed, CINAHL, Scopus, and PsycINFO for relevant studies.
• Included studies published in English involving prelicensure nursing students and debriefing methods.

Main Results:

• Ten studies were analyzed, revealing themes in clinical judgment, knowledge, skills, participant experience, reflection, and psychological safety.
• Cold debriefing led to higher knowledge and skills scores compared to hot debriefing.
• Students reported greater comfort and perceived safety in the cold debriefing group.

Conclusions:

• Cold debriefing appears more effective for enhancing nursing students' knowledge and skills and fostering a safe learning environment.
• Hot debriefing, though preferred by students, did not yield the same level of knowledge and skill improvement.
• Heterogeneity in study designs limits definitive conclusions, suggesting a need for standardized methodologies.