Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review
Open accessAbstract
• Debriefing is a deep reflective learning process within simulation-based learning. • Consider learner preferences of reflection for it to be meaningful and effective. • Learners prefer 2-stepped approach such as self-reflection and group discussions. The aim of this systematic review is to determine how debriefing processes, perceived by undergraduate nursing students, affect confidence and learning outcomes from qualitative studies conducted between 2019 and 2023. This systematic review is aligned with the PRSIMA 2020 search strategy and includes data from only qualitative studies. Previous studies on perceived outcomes surrounding effective debriefing processes within simulation-based learning has predominantly focused on quantitative and mixed method studies. A total of 358 primary studies were obtained from the initial search: CINAHL (n = 64), ERIC (n = 3), MEDLINE (ProQuest) (n = 42), SCOPUS (n = 101), and WEB OF SCIENCE (n = 137); and hand searched articles (n = 11). A total of 5 studies were included in the review from which 3 underlying commonalities were identified: Self-awareness and self-confidence; Safe Learning Environment; and Confidence for Clinical Practice. The debriefing process is perceived as having a positive effect on students’; however, a 2-step approach to debriefing in which self-reflection prior to group discussion on their performance is preferred.
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“…thereby operationalizing clinical reasoning in a stepwise and cognitively transparent manner [11–13], expanding their medical knowledge [14], and strengthening their critical thinking [15] as well as self-efficacy [16], communication, and interpersonal collaboration within patient care…”
- Authors
- Glennie, L.
- Affiliations
- University of Strathclyde (GB)
- Corresponding author
- Glennie, Leanne
- ORCID
- Glennie, Leanne
- Venue
- Teaching and Learning in Nursing
- Publisher
- Elsevier BV
- Published
- 2025-07
- Volume
- 20
- Issue
- 3
- Pages
- e907-e914
- ISSN
- 1557-2013 (ISSN-L)
- 1557-3087
- OpenAlex
- W4409676336
- Cited by
- 8
- References
- 24
- Citations by year
- 2026: 6 · 2025: 2
- FWCI
- 1.05
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Teaching and learning in nursing (publishedVersion, cc-by)
- Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) (submittedVersion)
- Topics
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Surgery › Surgical Simulation and Training
- Keywords
- debriefing, simulation-based training, undergraduate nursing students, student perceptions, self-reflection, group discussion, self-confidence, self-awareness, safe learning environment, reflective learning
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