Turning nursing students' mistakes into resources for learning in simulation-based training: facilitators' assumptions about providing feedback in debriefing.

Background: The aim of this study was to investigate how facilitators approach and use nursing students' mistakes in simulation-based training as learning resources in the simulation debriefing phase. Facilitators are responsible for raising students' awareness of their performances during the debriefing and facilitating reflections on their performances, including satisfactory behaviours and performance gaps. Research on facilitators' work during debriefing has highlighted various challenges, such as providing a safe and constructive climate among novice students while simultaneously teaching them the correct procedures, methods, and knowledge of caring practices to become professional nurses.