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Pre-registration nursing students' experiences with debriefing in simulation: A scoping review
Aseelah Alnazawi1, Mary Malone2, Mary Raleigh2
1Jeddah Clinical Skills and Simulation Center, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), King Abdulaziz Medical City, Jeddah, Saudi Arabia; Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, United Kingdom.
Nurse Education in Practice
|May 14, 2026
Summary
Pre-registration nursing students
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Healthcare Simulation
Background:
- Debriefing is crucial in simulation-based education (SBE) for nursing students.
- Limited synthesis exists on nursing students' experiences of debriefing and influencing factors.
- Understanding these experiences is vital for effective pedagogical approaches.
Purpose of the Study:
- To map the existing evidence on pre-registration nursing students' experiences of debriefing in simulation-based education.
- To identify key themes and factors influencing these experiences.
Main Methods:
- A comprehensive scoping review was conducted.
- Searched multiple databases for English-language studies (2020-2026) on post-simulation debriefing experiences.
- Followed Arksey and O'Malley framework and PRISMA-ScR guidelines.
Main Results:
- Nineteen studies met the inclusion criteria.
- Identified three themes: learning outcomes, influencing factors, and psychological/emotional/social/cultural aspects.
- Reporting of debriefing structures and frameworks was limited across studies.
Conclusions:
- Facilitator behaviors, session structure, communication, psychological safety, and socio-cultural factors shape student debriefing experiences.
- Structured, psychologically safe debriefing is essential for optimizing learning.
- Further research needed on culturally responsive and contextually sensitive debriefing.
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