Prebriefing in simulation from the nursing student perspective: A qualitative descriptive study

Abstract

Background

Prebriefing is the phase of simulation before the scenario to assist learners to meet learning objectives. The purpose of this study is to explore nursing students’ experiences with prebriefing and their descriptions of factors in prebriefing they feel facilitate or hinder learning.

Methods

A qualitative descriptive study design using focus groups was guided by Experiential Learning Theory. Participants were purposively sampled from a Midwestern university in the US. Content analysis was used to analyze data.

Results

Twenty-five participants across three focus groups identified four main categories: preparation should give a clear picture of the simulation, get in the right mindset in briefing, there's a disconnect between preparation and briefing, and outcomes of prebriefing. Subcategories further delineated these findings.

Conclusions

Findings underscore the necessity for integrated preparation and briefing phases in prebriefing, emphasizing clarity, relevance, and timing of information delivery. These insights inform the development of tailored prebriefing strategies to enhance educational outcomes in healthcare simulations.