ArticleAdvances in simulation (London, England)2024
Post-simulation debriefing as a stepping stone to self-reflection and increased awareness - a qualitative study.
Article in Advances in simulation (London, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed.
- Training effect of a deep learning-based blended teaching model on ECMO transport for ICU nurses: a prospective, parallel-group, randomized controlled trial.BMC nursing · 2026Article
- Nursing students' experiences of developing spiritual care competencies through simulation: a qualitative exploratory descriptive study.BMC nursing · 2026Article
- Curricular integration of a 4-year simulation-based education program on clinical reasoning for physiotherapy students: a descriptive design and implementation report.BMC medical education · 2026Article
- Simulation-based learning experiences during clinical nursing education: insights from a qualitative document study.BMC nursing · 2026Article
- Evaluating student satisfaction and self-confidence across a scaffolded simulation curriculum in undergraduate nursing education.Frontiers in medicine · 2026Article
- Progress in educational theory and translational implementation of simulation-based education for healthcare professionals: an integrative analysis from theory to effectiveness.Frontiers in medicine · 2026Review
- Performance metrics in cardiac resuscitation: Rapid cycle deliberate practice (RCDP) versus simulated clinical experience (SCE).Journal of education and health promotion · 2026Article
- Lasting impact of undergraduate operating room shadowing on novice nurses: a ChatGPT-supported qualitative study.BMC nursing · 2025Article
- Review
- Immersive Technology Approaches to Cultivate Empathy in U.S. Medical Schools: A Narrative Review (2015-2025).Journal of medical extended realityArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe voice of the students should be engaged in simulation curriculum development. Involving the students in the development of debriefing strategies might result in a deeper understanding of learning. However, few studies have investigated the students' perspectives on debriefing strategies. The aim of the study was to explore nursing students' perspectives on the post-simulation debriefing.
methodsAn explorative, descriptive design with a qualitative approach was used. Data were collected in December 2017 and May 2018 through focus group interviews with undergraduate nursing students in Norway immediately after a 2-day high-fidelity simulation course in the second year of their Bachelor of Nursing degree. Data were analysed using systematic text condensation.
resultsThirty-two nursing students participated in the study. The data analysis identified two main categories. The category 'Facilitator as a catalyst for reflection' illustrated the facilitator's multifaceted and vital role in initiating and guiding the students' reflection process in the debriefing. The category 'A process towards increased awareness' encompasses the students' guided process of acquiring new insight into their professional development, and how they put parts together to see the wholeness in what was simulated.
conclusionsThis study provides knowledge to facilitators regarding nursing students' perspectives on facilitating reflection and learning during debriefing discussions. The facilitator's multifaceted role in guiding the students' reflections and their process of acquiring new insight into their professional development were identified as critical to learning during debriefing.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.