Simulated Learning Experiences Research Articles

Psychometric validation of satisfaction with simulated clinical learning experience evaluation – corrections (SSCLEE-C)

PurposeThis study sought to modify a 19-item instrument designed to measure nursing students' satisfaction with a simulated learning experience for use in a correctional system to measure nurse satisfaction with simulated learning experiences; and to establish validity for the modified instrument. No measures were available for use in a correctional setting, and few instruments were available to measure nurse satisfaction with simulation experiences. Design/methodologyOne hundred and ninety-eight correctional nurses responded to the original 19-item five-point Likert scale instrument. These data were used for an exploratory and confirmatory factor analysis. FindingsA 3-factor solution accounting for 62% of the variance. The 3 factors: Fidelity, Objectives, and Problem solving were supported by simulation theory. The 9-item CFA exhibited desirable psychometric properties: Root mean square error of approximation (RMSEA) = .046; Akaike Information Criterion (AIC) = 76.95; Comparative Fit Index (CFI) = .984. The model χ2 = 30.95 (ns). Alpha reliability estimates of the three factors were 0.70, 0.70 and 0.81. Originality/valueThe Satisfaction with Simulated Clinical Learning Experience Evaluation – Corrections (SSCLEE-C) is the only instrument available for ongoing assessment of correctional nurse satisfaction with simulated clinical learning experiences.

Using clinical reasoning and simulation-based education to ‘flip’ the Enrolled Nurse curriculum

Objective: This paper describes the development and implementation of an innovative Diploma of Nursing curriculum for preparing Enrolled Nursing students for acute care nursing practice. Setting: Vocational Education and Training at the Health Education and Research Centre in Hobart, Tasmania. Subjects: Vocational Education and Training students enrolled in the Diploma of Nursing (Enrolled-Division 2 Nursing) (HLT51612). Primary Argument: The increasing complexity and acuity of contemporary practice environments requires a nursing workforce that is flexible and competent. In 2013 nurse educators developed an innovative approach to offering the national standardised Diploma of Nursing course that integrates three key pedagogical approaches: the ‘flipped classroom’, simulation-based learning and the Clinical Reasoning Cycle. Conclusion: By ‘flipping the curriculum’ students are provided with opportunities to develop and extend their clinical reasoning skills as they respond to both routine and unpredictable ‘patient’ scenarios in the safety of a simulation environment. These simulated clinical learning experiences are designed to challenge students to ‘think like a nurse’ while actively engaging in the provision of safe and effective ‘patient’ care.

Reflections on simulated learning experiences of occupational therapy students in a clinical skills unit at an institution of higher learning

BACKGROUND: Global and national changes in healthcare create challenges in providing suitable and quality fieldwork placements for the skills training of undergraduate health professions students. The department of occupational therapy (OT) at a Higher Education Institute (HEI) in South Africa decided in 2013 to incorporate simulated learning experiences as part of the new curriculum for second-year occupational therapy students. Two staff members of the Department of OT trained by an international institution of higher education in the use of simulation during teaching were involved. The aim of this study was to explore and describe the experiences of those students who had benefitted from simulated learning in the Clinical Skills Unit (CSU) to improve on this method of obtaining clinical assessment skills. METHODS: A qualitative methodology was used to describe the reflections of the second-year occupational therapy students of the years 2013 and 2014 (81 students) on the simulated learning of assessment procedures which took place in the CSU RESULTS: Four themes and ten sub-themes were identified from the content analysis of the reflections, namely (i) personal experience (personal emotions, initial stress, confidence) (ii) Teaching and Learning clinical assessment skills (communication, occupational performance components [OPC] and occupational performance activities [OPA]); (iii) professional skills (therapeutic use of self, cooperative learning) and (iv) benefits and challenges of presenting simulated learning experiences (benefits, criticisms). CONCLUSIONS: Occupational therapy students reported a positive experience and satisfaction with learning from the simulated experiences, which succeeded in creating a "safe" learning environment for them and opportunities to hone their clinical assessment skills prior to their first clinical fieldwork placement. Challenges associated with simulated learning experiences (SLE) were found to be: the need for clearer instructions; the number of assessments covered and the provision of a time frame to complete each task. There was consensual agreement in the department that SLE in the CSU will supplement fieldwork placements and contribute to attainment of assessment skills prior to fieldwork placements. It is recommended that current occupational therapy lecturing staff, trained in the use of simulation techniques, develop a manual for the planning of SLE and present training sessions to other staff. The manual may also be of value to other institutions of higher learning in South Africa. Keywords: Simulated learning experiences, clinical skills learning, undergraduate education

Plastic with personality: Increasing student engagement with manikins

Simulation allows students to practice key psychomotor skills and gain technical proficiency, fostering the development of clinical reasoning and student confidence in a low risk environment. Manikins are a valuable learning tool; yet there is a distinct lack of empirical research investigating how to enhance engagement between nursing students and manikins. To describe student perspectives of a layered, technology enhanced approach to improve the simulation learning experience. Tanner's Model of Clinical Judgment underpins the entire curriculum. This study additionally drew on the principles of narrative pedagogy. Across ten teaching weeks, five separate case studies were introduced to students through short vignettes. Students viewed the vignettes prior to their laboratory class. In the labs, manikins were dressed in the props used in the vignettes. The innovation was trialed in a second year core subject of a Bachelor of Nursing program in a large urban university in the autumn semester of 2014. Following ethics approval, students were emailed a participant information sheet. A focus group of nine students was held. The discussion was digitally recorded and transcribed verbatim prior to being subject to thematic analysis. Students' comments (143) about the vignettes in their standard subject specific student feedback surveys were also considered as data. Four themes were identified: Getting past the plastic; knowing what to say; connecting and caring; and, embracing diversity. The feedback indicated that these measures increased students ability to suspend disbelief, feel connected to, and approach the manikins in a more understanding and empathetic fashion. In addition to achieving increased engagement with manikins, other advantages such as students reflecting on their own values and pre-conceived notions of people from diverse backgrounds were realized.

Clinical Placement Before or After Simulated Learning Environments?: A Naturalistic Study of Clinical Skills Acquisition Among Early-Stage Paramedicine Students.

There is conflicting evidence surrounding the merit of clinical placements (CPs) for early-stage health-profession students. Some contend that early-stage CPs facilitate contextualization of a subsequently learned theory. Others argue that training in simulated-learning experiences (SLEs) should occur before CP to ensure that students possess at least basic competency. We sought to investigate both claims. First-year paramedicine students (n = 85) undertook 3 days of CP and SLEs as part of course requirements. Students undertook CP either before or after participation in SLEs creating 2 groups (Clin → Sim/Sim → Clin). Clinical skills acquisition was measured via direct scenario-based clinical assessments with expert observers conducted at 4 intervals during the semester. Perceptions of difficulty of CP and SLE were measured via the National Aeronautics and Space Administration Task Load Index. Students' clinical assessment scores in both groups improved significantly from beginning to end of semester (P < 0.001). However, at semester's end, clinical assessment scores for the Sim → Clin group were statistically significantly greater than those of the Clin → Sim group (P = 0.021). Both groups found SLEs more demanding than CP (P < 0.001). However, compared with the Sim → Clin group, the Clin → Sim group rated SLE as substantially more time-demanding than CP (P = 0.003). Differences in temporal demand suggest that the Clin → Sim students had fewer opportunities to practice clinical skills during CP than the Sim → Clin students due to a more limited scope of practice. The Sim → Clin students contextualized SLE within subsequent CP resulting in greater improvement in clinical competency by semester's end in comparison with the Clin → Sim students who were forced to contextualize skills retrospectively.

Using Simulation Pedagogy in the Formation of Family-Focused Generalist Nurses

Nursing practice with families is essential because a family member's illness affects the family and, reciprocally, the family influences health outcomes. Yet, nurses often report a lack of confidence in their ability to meet the needs of families, whereas family members often describe troubling experiences with nurses. These challenges may have beginning roots in nursing education. This article explores the use of simulation in the formation of family-focused generalist nurses. Simulation pedagogy was used to guide students in developing an understanding of the importance of family nursing care, gaining confidence in family practices, and developing family competencies. Innovative simulation learning experiences in an undergraduate nursing curriculum helped students to learn how to develop nurse-family relationships and gain humanistic skills of family nursing practices. Students and faculty reported that simulation guides students to achieve meaningful outcomes. In this curriculum, faculty consistently directs attention to the family in simulation learning experiences, and students value this pedagogy.

NLN Jeffries Simulation Theory: Brief Narrative Description

Editor's Note: This article is excerpted from The NLN Jeffries Simulation Theory, a monograph published by the National League for Nursing, copyright 2015.Based on the thorough synthesis of the literature by Adamson (see page 282) and discussion among simulation researchers and leaders, the NLN Jeffries Simulation Framework (2005, 2007, 2012) is now referred to as the NLN Jeffries Simulation Theory with a few minor changes within the conceptual illustration. The concepts of this theory are briefly described below to provide more clarity and to explain the new NLN Jeffries Simulation Theory. (See the Figure for a diagram of the theory.)CONTEXTContextual factors such as circumstances and setting impact every aspect of the simulation and are an important starting point in designing or evaluating simulation. The context may include the place (academic vs. practice; in situ vs. lab) and the overarching purpose of the simulation, for example, whether the simulation is for evaluation or instructional purposes.BACKGROUNDWithin this context, the background includes the goal(s) of the simulation and specific expectations or benchmarks that influence the design of the simulation. The theoretical perspective for the specific simulation experience and how the simulation fits within the larger curriculum are all important elements of the background and inform the simulation design and implementation. Finally, the background of a simulation includes resources such as time and equipment, as well as how these resources will be allocated.DESIGNOutside of and preceding the actual simulation experience are specific elements that make up the simulation design. Although some elements of the simulation design may be changed during implementation of the simulation experience, there are aspects of the design that need to be considered in preparation for the simulation experience.The design includes the specific learning objectives that guide the development or selection of activities and scenario(s) with appropriate content and problem-solving complexity. Elements of physical and conceptual fidelity - including decisions about equipment, moulage (physical), and appropriate, predetermined facilitator responses to participants' interventions (conceptual) - are established as part of the simulation design. Participant and observer roles (including whether or not videography will be used), progression of activities, and briefing/debriefing strategies are all established as part of the simulation design.SIMULATION EXPERIENCEThe simulation experience is characterized by an environment that is experiential, interactive, collaborative, and learner centered. This environment requires the establishment of trust; both the facilitator and participant share responsibility for maintaining this environment. They enhance the quality of the simulation experience through buying-in to the authenticity of the experience and suspending disbelief. This helps promote engagement and psychological fidelity within the simulation experience (Kiat, Mei, Nagammal, & Jonnie, 2007; Leighton & Sholl, 2009; van Soeren et al., 2011).FACILITATOR AND EDUCATIONAL STRATEGIESWithin this simulation experience is a dynamic interaction between the facilitator and the participant. The literature about the characteristics these individuals bring to the simulation experience and how they affect the simulation experience is extensive. Facilitator attributes include (but are not limited to) skill, educational techniques, and preparation (Parker & Myrick, 2012; Parsh, 2010). The facilitator responds to emerging participant needs during the simulation experience by adjusting educational strategies such as altering the planned progression and timing of activities and providing appropriate feedback in the form of cues (during) and debriefing (toward the end) of the simulation experience.PARTICIPANTParticipant attributes also affect the simulation learning experience. …

Expanding Simulation Capacity: Senior-Level Students as Teachers.

The effectiveness of using senior-level nursing students as teachers to junior-level students in simulated learning was examined in a prelicensure nursing program. Simulation requires considerable financial resources in faculty time and effort. It was theorized that using senior students as teachers for junior students in peer-assisted simulation for learning health assessment clinical skills would offer an equally effective learning experience as faculty instructors. A total of 60 junior-level students were randomized into a simulated learning experience taught by 20 senior-level students or nursing faculty. Evaluation of junior students' clinical performance, postsimulation debriefing assessment, and satisfaction with the simulation learning experience indicated that senior nursing students were equally effective as faculty simulation instructors. Findings suggest that the Senior Students as Teachers program, using the train-the-trainer model, was successful in preparing students as simulation instructors and has the potential for reducing faculty time and cost, as well as enhance student peer-to-peer learning.

Adult learning: What nurse educators need to know about mature students.

BackgroundMost nurse educators regard students who enter postgraduate studies as adult learners capable of self-direction and independent learner behaviour. Therefore, a mismatch between the nurse educator’s expectation of adult learners and actual adult learner conduct may result in disappointment and even frustration for both educator and learner.PurposeThis article is a report of a secondary analysis of data that were collected to explore the high-fidelity simulation learning experiences of a group of postgraduate nursing students. The secondary analysis was done to determine whether adult learners who bring professional knowledge and experience to a postgraduate learning environment displayed adult learner conduct as proposed by educational theorist Malcolm Knowles.MethodUsing a qualitative descriptive research design, data were gathered from 18 postgraduate nursing students who participated in high-fidelity simulation in a nursing school at a higher education institution in South Africa. The nominal group technique was used to collect the students’ ideas about improving their simulation learning experiences. A secondary qualitative analysis of the primary nominal group data was done.FindingsData either confirmed or belied adult learner behaviour. Although the findings suggested self-directed and independent learner behaviour, they also revealed behaviour evident of dependence on the educator.ConclusionMature students have well established ways of thinking and doing that may hinder learning. Educators have to support adult learners in developing effective learning techniques in order to maximise the benefits of their experience and knowledge by fostering independence and self-direction.

Making progress in the ethical treatment of medical trainees.

There is an inherent conflict within clinician educators as we balance the roles of healthcare provider to patients in need of care with that of educator of learners in need of teaching. In this essay we use Beauchamp and Childress' principles of biomedical ethics as a framework to compare the relationship that clinician educators have with their patients and their learners, and suggest that while we typically apply ethical principles when addressing the needs of our patients, these principles are frequently lacking in our interactions with learners. This dichotomy reflects a person-by-situation interaction that may be partly explained by the expectations of the regulatory bodies that define how clinicians should interact with patients and how educators should interact with learners. The result is that we may fall short in applying respect for autonomy, beneficence/nonmaleficence, and justice when addressing the needs of our learners. Fortunately there are ways in which we can incorporate these ethical principles into our interactions with learners while still adhering to accreditation standards and institutional policy. These include flipped classrooms and simulated learning experiences, incorporating aspects of instructional design that have been shown to improve learning outcomes, providing additional resources to learners with greater needs, and organizing training curricula around entrustable professional activities. Although the consistent application of ethical principles with all learners during all learning experiences is likely unachievable, we can, and should, move towards more ethical treatment of our learners.

Simulated Learning in the Clinical Education of Novice Physiotherapy Students

Clinical simulation is well established in nursing and medical education. It provides an effective learning opportunity for students to develop confidence to apply their skills in the clinical setting. Using simulation in physiotherapy education is less well established. The aim of the pilot study reported on in this article was to determine if a simulated clinical experience for physiotherapy students could: 1) increase student confidence before commencing a traditional clinical placement; and 2) replace part of the traditional clinical placement without compromising the student's ability to attain competency. The study consisted of replacing the first week of a five-week physiotherapy clinical placement with a simulated learning experience using standardised patients. Other structured learning activities such as peer learning, feedback sessions and opportunities for self-reflection were incorporated into the simulation week. Confidence to undertake clinical placement was measured at the beginning and end of the week and compared with a control group who undertook a five week traditional clinical placement. Assessment of student competence using the Assessment of Physiotherapy Practice, a standardised valid competency assessment tool, was compared between the two groups. Results indicated that the simulated learning experience significantly increased students' confidence to apply their professional and clinical skills. One week of clinical simulation did not compromise students' ability to achieve competency at the completion of their five-week placement. The power of the associated learning activities during the simulation week was evident from the students’ feedback. This study highlights the benefits of incorporating simulated learning experiences and well-structured learning activities as part of all clinical experiences.

G39(P) The role of simbaby®in advancing undergraduate nursing and medical education

<h3>Aims</h3> Since inception in 2006 an Inter-professional Education (IPE) project has become embedded within Children’s Nursing and Medical Curricula at an internationally recognised university. Inter-professional high-fidelity simulation teaching using SimBaby® has been developed to provide an integrated approach to student learning and highlights the importance of teamwork, mutual respect and understanding of the roles of other professionals. It aims to assist students in developing the fundamental knowledge and skills required to assess and manage children presenting with common medical emergencies while enhancing student’s use of clinical tools such as the SBAR framework. <h3>Methods</h3> Fourth year Medical students, undertaking their Child Healthcare module, alongside third year children’s nursing students, each participate in a simulated scenario based on a common paediatric emergency. The student group are observed by both facilitators and their peers, who provide constructive feedback on aspects of performance including patient safety, situational awareness, communication, clinical skills and decision making. <h3>Results</h3> Students were invited to complete a validated questionnaire composed of Likert-scales to determine their reactions to the simulated learning experience. Focus groups were used to further explore these experiences. The results suggest that students evaluate this learning activity very positively and have stated that they value the opportunity to exercise clinical judgement and decision making skills without endangering the child. Other comments have included: ‘I think we should have much more exposure to SimBaby training’ ‘SimBaby is a very useful, practical and memorable learning tool’. A recent evaluation revealed that 94% of paediatric trainees who helped facilitate at SimBaby® felt it had improved their teaching skills, whilst 82% stated that this project had enhanced their ability to provide constructive feedback. To-date this SimBaby® project has achieved two prestigious prizes, a University Teaching Award in 2008 and a Research award (2009). <h3>Conclusion</h3> SimBaby® is an important initiative within a portfolio of IPE projects, providing a highly valued learning opportunity for both medical and nursing students and those healthcare professionals involved in facilitating the sessions.

Competence Acquisition Using Simulated Learning Experiences: A Concept Analysis.

To report the findings of an analysis of the concept of competence acquisition when determined using simulated learning experiences. Competence of nursing students prior to entry into practice has been stressed by the Institute of Medicine. Competence can be evaluated via simulation; however, evaluation practices vary among schools of nursing. The link between competence acquisition in simulation and clinical competence has not been determined. Employing the methodology of , articles included in this analysis were published in english in peer-reviewed journals from 2002 to 2012 and contained information on simulation outcomes related to competence. Thirty-five articles and one text were included in the final analysis. Essential elements of competence acquisition identified included authentic environment, demonstration, and evaluation. Use of a consistent language and framework to evaluate competence acquisition in simulation is recommended, as is future research to test the constructs.

The Effect of a Model Demonstration During Debriefing on Students' Clinical Judgment, Self-confidence, and Satisfaction During a Simulated Learning Experience

BackgroundThrough debriefing, students reflect on their learning and performance during a simulation and accommodate new information into their existing knowledge base. Combining a videotaped model demonstration within a debriefing session provides an opportunity to enhance students' clinical, self-confidence, and satisfaction with the learning experience. MethodStudents participated in a simulation followed by either the usual structured debriefing or the usual structured debriefing that included a videotaped model demonstration of the simulation scenario. Students participated in a similar simulation 1 week later followed by the usual structured debriefing. ResultsThe use of a model demonstration during debriefing was effective in developing clinical judgment and, to a lesser degree, self-confidence. ConclusionsA model demonstration of a simulation scenario can be used to develop clinical judgment and possibly self-confidence during debriefing.

Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Objectives : Assess efficacy of pre-briefing preparatory materials handed out prior to simulation lab and explore the connection between simulation, clinical judgment and reflective process. Methods: Triangulated evaluation study, utilizing Survey Monkey for three survey instrument data collection, designed to assess the efficacy of preparatory materials for undergraduate junior and senior nursing students and nurse educators while exploring the connection with clinical judgment and reflection. This study was conducted in the U.S.A. Results: Pre-briefing preparatory material for both students and instructors provided essential and adequate information for an effective and enhanced simulation learning experience. Students felt their ability to grasp the experience; understand the simulation situation; provide effective nursing actions; and reflect upon their experience was enhanced with the utilization of the pre-briefing preparatory material. Instructors felt more confident and prepared after reading the preparatory material. Conclusions: Pre-briefing preparatory material provides students with information necessary to allow them to fully engage during the simulation experience, while decreasing anxiety and promoting critical thinking, clinical reasoning, reflective practice and confidence. Providing instructors with pre-briefing preparatory material enhances their overall ability to effectively teach at a higher caliber while promoting professionalism and accuracy in patient care.

Collaborative Classroom Simulation (CCS): An Innovative Pedagogy Using Simulation in Nursing Education.

Collaborative Classroom Simulation (CCS) is a pedagogy designed to provide a simulation learning experience for a classroom of students simultaneously through the use of unfolding case scenarios. The purpose of this descriptive study was to explore the effectiveness of CCS based on student perceptions. Baccalaureate nursing students (n = 98) participated in the study by completing a survey after participation in the CCS experience. Opportunities for collaboration, clinical judgment, and participation as both observer and active participant were seen as strengths of the experience. Developed as a method to overcome barriers to simulation, CCS was shown to be an effective active learning technique that may prove to be sustainable.

Thinking like a nurse: The pedagogical power of process drama

Abstract We aim to empower nursing students to understand that their actions can positively contribute to health care, and to develop professionals who humanize the health workforce. We have designed simulation learning experiences using process drama, Mask-Ed (KRS Simulation). Participants are engaged in a series of structured improvisations emphasizing collaborative discovery and idea development. With no external audience, educator and students are simultaneously actors, directors, technicians and audience. The process builds skills of engagement, empathy and problem solving. Action periods are followed by reflection periods, and participants link the fictional world of the drama and their everyday reality. Educators carefully design and act as masked characters, using realistic props to simulate a person with a health care need whose life story promotes student engagement with issues exacerbating negative health outcomes. Mask-Ed builds clinical skills while sensitizing students to concepts such as the body in nursing and how to think like a nurse.

The effectiveness of varied levels of simulation fidelity on integrated performance of technical skills in midwifery students — A randomised intervention trial

Simulation as a pedagogical approach is used in health professional education to address the need to safely develop effective clinical skills prior to undertaking clinical practice, in complex healthcare environments. Evidence for the use of simulation in midwifery is largely anecdotal, and research evaluating the effectiveness of different levels of simulation fidelity is lacking. To evaluate the effectiveness of varying levels of fidelity on simulated learning experiences and identify which best contributes to integrated and global clinical skills development in midwifery students. Randomised three arm intervention trial. Midwifery students who had yet to receive theoretical instruction in the performance of the clinical skill of vaginal examination. Midwifery students (n=69) received theoretical instruction in the performance of vaginal examination following random allocation into one of three intervention arms. Participants were recorded performing the procedure using low fidelity (part task trainer only), medium fidelity (part task trainer and life sized poster of a pregnant woman) or progressive fidelity (part task trainer and a simulated standardised patient). Senior midwifery students were recruited to act in the role of standardised patients. There was a statistically significant difference in the mean total Global Rating Scale score between at least two of the three groups (p=0.009). The progressive fidelity group revealed as different from both the low fidelity group (p=0.010) and medium fidelity group (p=0.048). There was a statistically significant difference in the mean total Integrated Procedural Performance Instrument score between at least two of the three groups (p=0.012). The progressive fidelity group revealed as different from both the low fidelity group (p=0.026) and medium fidelity group (p=0.026). Progressive and medium fidelity simulation yields better outcomes than low fidelity simulation and where resources are constrained medium fidelity equipment, such as a life sized poster can produce effective learning experiences for midwifery students.

Extending Simulation Learning Experiences to Patients with Chronic Health Conditions

The International Journal of Integrated Care (IJIC) is an online, open-access, peer-reviewed scientific journal that publishes original articles in the field of integrated care on a continuous basis.IJIC has an Impact Factor of 2.913 (2021 JCR, received in June 2022)The IJIC 20th Anniversary Issue was published in 2021.

Nurse educators' perceptions about structured debriefing in clinical simulation.

doi: 10.5480/13-1190.1Debriefing is a collaborative learning experience in which reciprocal learning occurs between faculty and student and among students in a safe environment. During the debriefing process, students discuss simulation events, respond to questions, support one another, and work together to make sense of what happened in the simulation scenario and why. Students also become aware of issues in the scenario that they were not aware of and reflect upon how they can improve.In order to achieve the goals of debriefing, debriefing is best accomplished using a structured method. Structured debriefing is a systematic process with a specific focus. The facilitator guides students to reflect on their performance during a clinical simulation, to identify what went right and what went wrong and how they would change their practice in the future. The process of structured debriefing is intended to bring about discussion and reflection.Most studies conducted on debriefing as part of a simulated clinical learning experience have focused on student outcomes (Mariani, Cantrell, Meakim, Prieto, & Dreifuerst, 2013; Shinnick, Woo, Horwich, & Steadman, 2011). Few studies have investigated how faculty view the overall benefits and limitations of debriefing as they relate to student learning. In an exhaustive search of the nursing and allied health literature, only one published study was located on nurse faculty perspectives about debriefing as part of simulated leaning experiences.Brackenreng (2004) conducted qualitative, descriptive phone interviews with nine nurse educators about the importance of debriefing. All educators identified that debriefing, as part of an experiential learning exercise, was very important. No additional studies were found in the literature that further investigated this phenomenon.Neill and Wotton (2011) conducted a review of published literature to analyze the use of debriefing in simulation and to recommend areas for future research. According to Neill and Wotton, there are important questions about whether debriefing practices contribute to optimal learning for students, and whether faculty view debriefing as an optimal teaching strategy that has a positive influence on students' clinical judgment and performance.The current study explores faculty insights about debriefing as a teaching-learning strategy. The overall perceptions of faculty about the advantages and disadvantages of structured debriefing in undergraduate nursing education are discussed.METHODThis pilot study used a qualitative descriptive design. Four focus groups were conducted with 22 nurse educators from seven accredited schools of nursing in the mid-Atlantic region of the United States; six schools were baccalaureate programs and one was an associate degree program.Demographic data of the participants included the following: age range 35 to 73 years (M = 52.35); range of teaching experience 4 to 52 years (M = 19.4); and years of structured debriefing 1 to 7 years (M = 3.47). The educational preparation of participants was as follows: 3 were BSN prepared (one had an MBA and two were working toward their master's degrees in nursing); 11 had master's preparation; and 8 were doctorally prepared. Faculty roles ranged from clinical adjunct professor to associate professor; one participant was a simulation lab specialist and three were simulation lab directors.The focus groups lasted on average 60 minutes. Each focus group had participants who were onsite at the sponsoring institution as well as one to five participants who participated via conference call. Participants were asked to respond to questions that reflected the study's stated aims.The sessions were recorded using the Go To Meeting platform, and the oral transcripts were sent to a professional transcription service. Transcripts were compared to the verbal recordings for accuracy. After all study team members conducted a content analysis of the transcripts, summaries were collated by the principal investigator. …