Self-debriefing in nursing simulation: Integrative review.

Area of Science:

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

Background:

• Simulation-based education in nursing is expanding, increasing interest in self-debriefing.
• Self-debriefing is explored as a cost-effective method to enhance learner autonomy and self-regulation.
• Limited research exists on self-debriefing in nursing, with inconsistent reporting on its conceptualization, design, and effectiveness.

Purpose of the Study:

• To identify and synthesize existing evidence on post-simulation self-debriefing strategies within nursing education.

Main Methods:

• An integrative review following JBI recommendations was conducted.
• Searches included Medline (PubMed), Scopus, and BVS using the PICo framework (nurses/students, self-debriefing, simulation).
• Data were synthesized through descriptive and comparative analysis after methodological quality appraisal.

Main Results:

• Thirteen studies were included, predominantly using self-debriefing in virtual simulation contexts.
• Strategies often involved reflective questions, with variability in duration, guidance, and feedback (e.g., video review, peer input).
• Self-debriefing alone was common, but combining it with facilitated debriefing showed enhanced outcomes.

Conclusions:

• Self-debriefing is an emerging, adaptable approach in nursing simulation but lacks consistent operationalization and reporting.
• Clearer conceptual definitions and standardized guidance are needed for effective implementation.
• Enhanced methodological rigor and theoretical alignment are recommended for integrating self-debriefing across simulation modalities.