Peer debriefing versus instructor-led debriefing for nursing simulation

Abstract

Background:We aimed to compare the debriefing assessment and debriefing satisfaction perceived by nursing students who underwent different debriefing methods.Method: An experimental study conducted on three groups (instructor-led debriefing, peer debriefing, and combined debriefing) was performed in 181 nursing students. Differences in the debriefing satisfaction were assessed using the Clinical Experience Simulation Scale and the Visual Analogue Scale (VAS). Debriefing Assessment for Simulation in Healthcare (DASH) was also measured.Results:VAS scores for satisfaction differed significantly between the debriefing groups (KruskalWallis test=8.653;p=.013). Bonferroni post hoc analyses showed that in the combined debriefing group, VAS was significantly higher compared to peer debriefing groups(p=.015). Regarding the Clinical Experience Simulation Scale, the combined debriefing group was significantly higher compared to instructor-led debriefing(p=.032). For the DASH, total score was significantly higher in the combined debriefing group compared to instructor-led debriefing(p=.003).Conclusion:Combining debriefing after a simulation session improves the debriefing satisfaction and the perceived debriefing assessment among nursing students