Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning : a systematic review

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Glennie, Leanne (2025) Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning : a systematic review. Teaching and Learning in Nursing. ISSN 1557-2013 (https://doi.org/10.1016/j.teln.2025.03.018)

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Abstract

Objectives 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. REVIEW METHODS 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. Results 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. Conclusion 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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