Debriefing Simulations: Comparison of Debriefing with Video and Debriefing Alone

Abstract

BackgroundDebriefing as part of the simulation experience is regarded as essential for learning. Evidence concerning best debriefing practices from the standpoint of a student nurse participant is minimal, particularly when comparing debriefing types. This study evaluated the differences in the student experience between two debriefing types: debriefing with video and debriefing without video (debriefing alone). MethodNursing students participating in an intensive care simulation were randomized into one of the two debriefing types: debriefing with video (n = 32) and debriefing alone (n = 32) following simulation completion. After debriefing was completed, students were asked to complete a debriefing experience scale, designed to evaluate the nursing student experience during debriefing. ResultsStatistically significant differences were found in only 3 of 20 items on the Debriefing Experience Scale. Debriefing with video had higher means with two items, “Debriefing helped me to make connections between theory and real-life situations” (p = .007) and “I had enough time to debrief thoroughly” (p = .039). Debriefing alone had a higher mean on one item ‘‘The debriefing session facilitator was an expert in the content area’’ (p = .006). ConclusionStudents identified learning as part of their experience with both debriefing types. Although a few differences exist, nursing students reported overall that their experiences were minimally different between debriefing with video and debriefing alone.