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Associations between prebriefing quality and satisfaction in simulation-based learning among nursing students: A
Young Sook Roh1, Young Ju Kim2, Yoon Hee Na3
1Red Cross College of Nursing, Chung-Ang University, Republic of Korea.
Background:
Although prebriefing is recognized as a crucial step for optimizing learning in simulation-based education, few studies have investigated learners' perceptions of prebriefing and how they affect their satisfaction with simulation experience.
Aim:
To develop and validate a structural equation model that explains satisfaction with simulation experience by identifying the structural relationships between prebriefing quality and its related factors.
Design:
A cross-sectional correlational design was used.
Setting:
The study was conducted with students from five nursing colleges in five regions of Korea.
Participants:
The participants were a convenience sample of 400 Korean nursing students.
Methods:
Participants completed a web-based questionnaire that evaluated prebriefing quality, psychological safety, learning flow, cognitive load, and satisfaction with simulation experience. The hypothesized model was assessed using partial least squares structural equation modeling to evaluate its fit.
Results:
Measurement model assessments indicated acceptable internal consistency. Convergent and discriminant validity were established. In the structural model, prebriefing quality had significant positive effects on psychological safety, learning flow, cognitive load, and satisfaction. Learning flow and cognitive load significantly predicted satisfaction; however, psychological safety did not. Indirect effects showed that learning flow and cognitive load significantly mediated the relationship between prebriefing quality and satisfaction, but psychological safety did not. The model explained 49.8% of the variance in satisfaction.
Conclusions:
The final model provides a valuable framework for understanding factors influencing satisfaction by integrating psychological and cognitive components, and highlights potential strategies for enhancing simulation education through improved prebriefing, engagement, and management of cognitive load. Future studies should explore the long-term effects of prebriefing quality using longitudinal designs.
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