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Simulation Debriefing in Graduate Nursing Education: A Literature Review
Monina A Franco-Tantuico1, Rula Btoush
1About the Authors Monina A. Franco-Tantuico, PhD, MSN, BSMT, RN, CNE, ACUE, is CCRN Alumnus and faculty, Division of Simulation and Clinical Learning, School of Nursing, Rutgers, The State University of New Jersey, Newark, New Jersey. Rula Btoush, PhD, RN, is associate professor and PhD program director, School of Nursing, Rutgers, The State University of New Jersey. This work represents part of Dr. Franco-Tantuico's dissertation study at Rutgers, The State University of New Jersey, Graduate School - Newark. For more information, contact her at maf365@sn.rutgers.edu .
Aim:
The aim of the study was to understand the nature of simulation debriefing in graduate nursing education.
Background:
Quality simulation debriefing is a critical component of reflective learning. Little is known about the association between high-quality debriefing, engagement, and learning outcomes.
Method:
A literature review on simulation debriefing focusing on graduate nursing education was performed.
Results:
Quality debriefing is associated with debriefer and student engagement, developing learners' clinical judgment, critical thinking, reflective abilities, and health care competencies. Debriefer skill is considered the strongest predictor of overall simulation quality. Deep reflection is the common factor for maximized learning, perspective transformation, and cognitive reframing. Lack of debriefer skills can compromise student engagement, resulting in learner anxiety and humiliation.
Conclusion:
Debriefing quality depends on the learner's cognitive, affective, and social engagement, plus the debriefer's engagement for improved cognitive, affective, and behavior learning. There is a gap in the literature explaining the associations between these concepts in graduate nursing education.
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