Debriefing Simulations: Comparison of Debriefing with Video and Debriefing Alone

Debriefing as part of the simulation experience is regarded as essential for learning. Evidence concerning best debriefing practices from the standpoint of a student nurse participant is minimal, particularly when comparing debriefing types. This study evaluated the differences in the student experience between two debriefing types: debriefing with video and debriefing without video (debriefing alone). Nursing students participating in an intensive care simulation were randomized into one of the two debriefing types: debriefing with video (n = 32) and debriefing alone (n = 32) following simulation completion. After debriefing was completed, students were asked to complete a debriefing experience scale, designed to evaluate the nursing student experience during debriefing. Statistically significant differences were found in only 3 of 20 items on the Debriefing Experience Scale. Debriefing with video had higher means with two items, “Debriefing helped me to make connections between theory and real-life situations” (p = .007) and “I had enough time to debrief thoroughly” (p = .039). Debriefing alone had a higher mean on one item ‘‘The debriefing session facilitator was an expert in the content area’’ (p = .006). Students identified learning as part of their experience with both debriefing types. Although a few differences exist, nursing students reported overall that their experiences were minimally different between debriefing with video and debriefing alone.