Self-debriefing in nursing simulation: Integrative review

The rapid expansion of simulation-based education in nursing has increased interest in self-debriefing as a potentially cost-effective strategy that promotes learner autonomy and self-regulation. However, emphasis on studies of this topic in nursing education is still limited, and the conceptualization, design, and comparative effectiveness of self-debriefing are still reported inconsistently.

To identify and synthesize evidence on post-simulation self-debriefing strategies used in nursing education.

An integrative review was conducted following JBI recommendations. Searches were performed in Medline (PubMed), Scopus, and the Biblioteca Virtual de Saúde using the PICo framework (nurses or nursing students; self-debriefing; simulation). Methodological quality was appraised using the Mixed Methods Appraisal Tool, and data were synthesized through descriptive and comparative analysis.

Thirteen studies met the inclusion criteria. Self-debriefing was predominantly implemented in virtual simulation contexts and commonly structured through theoretically informed reflective questions. Considerable variability was identified in session duration, instructional guidance, and feedback mechanisms, including video review, simulator-generated reports, and peer input. While self-debriefing was frequently used as the only strategy to promote autonomy, several studies suggested enhanced outcomes when it preceded facilitated debriefing.

Self-debriefing represents an emerging and adaptable approach within nursing simulation. However, inconsistencies in its operationalization and reporting highlight the need for clearer conceptual definitions and standardized guidance. Strengthening methodological rigor and theoretical alignment may support more effective integration of self-debriefing across diverse simulation modalities.