Examining the Impact of Structured, Reflective Prebriefing on Student Performance During Simulation.

Nurs Educ Perspect

About the Authors The authors are faculty at the Auburn University College of Nursing, Auburn, Alabama. Sarah O. Watts, PhD, RN, is an assistant professor. Amy Curtis, PhD, RN, CHSE, is an assistant clinical professor. Katilya S. Ware, PhD, RN, is an assistant professor. Tiffani Chidume, DNP, RN, CHSOS, CHSE, is an associate clinical professor. Meghan C. Jones, MSN, RN, CHSE-A, is an associate clinical professor. This work was supported in part by the Biggio Center for the Enhancement of Teaching and Learning, Auburn University. For more information, contact Dr. Watts at

Published: November 2022

Little is known about the impact of prebriefing on students' experiences of learning with simulation. This mixed-methods study evaluated the impact of prebriefing activities on nursing students' satisfaction, confidence, and performance of nursing skills during a simulation. Findings revealed students who experienced a structured, more robust prebriefing had improved performance during the simulation and reported higher levels of confidence and satisfaction in learning compared to a group that experienced a standard prebriefing. Findings are significant to the profession, they support the incorporation of structured, reflective prebriefing activities in simulation-based experiences.

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Source
http://dx.doi.org/10.1097/01.NEP.0000000000001041DOI Listing

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