Perceptions of video-facilitated debriefing in simulation education among nursing students: Findings from a Q-methodology study.

Abstract

In simulation nursing education, learning occurs through certain debriefing activities. A learning strategy considering the perceptions of learners participating in video-facilitated debriefing (VFD), a key component of simulation-based learning, is highly likely to be an effective debriefing method. This study aimed to identify the patterns of nursing students' perceptions of VFD after simulation. Q-methodology was utilized to explore subjective perceptions regarding VFD among nursing students. A sample of 39 participants, who had simulation and debriefing experience, at a college of nursing in Seoul, Korea was recruited to participate in the study, and they classified 45 selected Q-samples into a nine-point normal distribution grid. Analysis for collected data was used a PC-QUANL program. Three patterns emerged as nursing students' perceptions of VFD in simulation education: positive immersion, reluctant traditionalist, and support seeker, which explained 59.5% of the total variance: 46.7%, 7.7%, and 5.1%, respectively. To conduct a successful debriefing in nursing education, these different perceptions of VFD should be considered by nursing faculty and educators. The findings of this study that identify the perceptions of nursing students on participating in debriefing can be used for establishing effective debriefing teaching strategies in simulation-based learning.