A quasi-experimental comparison of debriefing methods in simulation-based nursing education: Enhanced learning with instructor-led debriefing

Abstract

Purpose: Effective debriefing is essential in simulation-based nursing education. However, the optimal method for maximizing learning outcomes remains unclear. This study aimed to compare the effectiveness of three debriefing methods (instructor-led debriefing, video-assisted peer-led debriefing, and written self-debriefing) in enhancing the clinical judgment, performance skills, confidence, and satisfaction of nursing students. Methods: A quasi-experimental, nonequivalent control group pre-test–post-test design was used. Seventy-four third-year nursing students were divided into three groups: instructor-led debriefing, video-assisted peer-led debriefing, or written self-debriefing. All groups participated in simulation scenarios wherein a pneumonia patient required suctioning. The debriefing sessions were structured using Tanner’s clinical judgment model for noticing, interpreting, responding, and reflecting. Outcomes were measured before and after the intervention using validated tools. Results: The instructor-led debriefing group scored significantly higher than the other groups in terms of clinical judgment (F=96.21, p