Nurse education in practice · 2026
Pre-registration nursing students' experiences with debriefing in simulation: A scoping review.
СтатьяScoping ReviewНазвание и аннотация: Перевод в очереди
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Alnazawi Aseelah, Malone Mary, Raleigh Mary
Аннотация
AIM: To map the existing evidence on pre-registration nursing students' experiences of debriefing in simulation-based education.
BACKGROUND: Debriefing is a central component of simulation-based education; however, there is limited synthesis of how nursing students experience debriefing and the factors influencing these experiences.
DESIGN: Scoping review.
METHODS: A scoping review was conducted in accordance with the framework proposed by Arksey and O'Malley and updated by the Joanna Briggs Institute and reported in line with PRISMA-ScR guidelines. A comprehensive search of multiple electronic databases was undertaken for English-language studies published between 2020 and 2026 examining nursing students' experiences of face-to-face post-simulation debriefing.
RESULTS: Nineteen studies met the inclusion criteria. Three overarching themes were identified: (1) learning outcomes and experiences of students during debriefing; (2) factors related to debriefing experiences or outcomes; and (3) psychological, emotional, social and cultural aspects of debriefing. Across the included studies, reporting of debriefing structures was limited, with most studies not specifying the use of a guiding framework.
CONCLUSIONS: Nursing students' experiences of debriefing are shaped by facilitator behaviours, session structure, communication processes, psychological safety and broader social and cultural factors. Structured and psychologically safe debriefing practices are essential to optimise learning. Further research is required to strengthen culturally responsive and contextually sensitive debriefing approaches in nursing education.
BACKGROUND: Debriefing is a central component of simulation-based education; however, there is limited synthesis of how nursing students experience debriefing and the factors influencing these experiences.
DESIGN: Scoping review.
METHODS: A scoping review was conducted in accordance with the framework proposed by Arksey and O'Malley and updated by the Joanna Briggs Institute and reported in line with PRISMA-ScR guidelines. A comprehensive search of multiple electronic databases was undertaken for English-language studies published between 2020 and 2026 examining nursing students' experiences of face-to-face post-simulation debriefing.
RESULTS: Nineteen studies met the inclusion criteria. Three overarching themes were identified: (1) learning outcomes and experiences of students during debriefing; (2) factors related to debriefing experiences or outcomes; and (3) psychological, emotional, social and cultural aspects of debriefing. Across the included studies, reporting of debriefing structures was limited, with most studies not specifying the use of a guiding framework.
CONCLUSIONS: Nursing students' experiences of debriefing are shaped by facilitator behaviours, session structure, communication processes, psychological safety and broader social and cultural factors. Structured and psychologically safe debriefing practices are essential to optimise learning. Further research is required to strengthen culturally responsive and contextually sensitive debriefing approaches in nursing education.