Abstract
BackgroundIn simulation education, learning does not occur without certain debriefing activities. The purpose of this study was to identify debriefing practices in simulation-based nursing education in Korea. MethodNinety-six nursing faculty members responsible for simulation education participated in this study from January to April, 2015. Data were collected using a revised version of Fey's Final Survey Questions: Debriefing Practices (2014) and analyzed by descriptive statistics. ResultsSimulation education is a required course in the majority of Korean nursing colleges, and 52.7% of them have replaced the clinical practicum with simulation. Those who completed training for debriefing were more likely to support students' emotional reactions to simulation and provide feedback. The Gather–Analyze–Summarize model and the Debriefing Assessment for Simulation in Healthcare model were most frequently used for debriefing. ConclusionsThere is a need to develop more systematic and effective training programs that encompass theories for implementing and evaluating debriefing practices in simulation-based nursing education in Korea.
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