High-fidelity simulation debriefing in nursing education: a literature review

Mark Neill, Karen Wotton

    Research output: Contribution to journalReview articlepeer-review

    118 Citations (Scopus)

    Abstract

    High-fidelity simulation, in which students engage in clinical scenarios replicating actual clinical situations, is now well integrated into nursing education. Experiential learning philosophy underlies simulation education, in which students are able to develop and refine knowledge. Simulation debriefing guides students through a reflection on what occurred during a simulation scenario, with the goal of developing the knowledge, skills, and rationales underpinning clinical practice. Debriefing is central to the actual simulation event and equally beneficial, if not more so. The paucity of nursing research on evidence-based strategies for efficacious debriefing frameworks is cause for concern, considering the importance of simulation debriefing. The aim of this review is to analyze the literature on the use of simulation debriefing in nursing education and to recommend avenues of further study. As simulation education is rapidly expanding, nursing education needs to gain a deeper understanding of debriefing in order to develop evidence-based practice frameworks.

    Original languageEnglish
    Pages (from-to)e161-e168
    Number of pages8
    JournalClinical Simulation in Nursing
    Volume7
    Issue number5
    DOIs
    Publication statusPublished - Sep 2011

    Keywords

    • Debriefing
    • HFS debriefing
    • High-fidelity simulation
    • Simulation debriefing
    • Simulation nursing education

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