Use of prebriefing in simulation-based experience for nursing education: a scoping review

Abstract

Embracing innovative pedagogies and structured pre-simulation activities in healthcare simulation enhances learning and clinical performance. The Society for Simulation in Healthcare (SSH) and the International Nursing Association for Clinical Simulation and Learning (INACSL) propose a three-phase approach of prebriefing, simulation-based experiences and debriefing. This scoping review explored the impact of prebriefing pedagogies, aiming to enhance nursing students’ chances of success in simulation-based learning experiences. This scoping review encompassed the existing literature on simulation in nursing education, specifically focusing on prebriefing strategies. The existing literature revealed variations in the contexts, educational concepts, prebriefing pedagogy and outcome measures employed in simulation-based experiences. None of the studies established a correlation between dependent variables and prebriefing pedagogy strategies. Instead, most studies utilized a combination of dependent variables to measure the correlated aspects of prebriefing, namely personal development and engagement. The recognized prebriefing strategies serve as valuable resources for nurse educators when designing the prebriefing phase of a simulation-based experience.