ArticleBMC medical education2026
Research on the application of debriefing in simulation-based education of surgical nursing.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
objectiveTo explore the application of debriefing in simulation-based education of surgical nursing.
methodA self-controlled before-and-after study was conducted among third-year nursing students (8 classes) in a 12-hour surgical nursing simulation course. The first 6-hour session in the initial semester served as the control condition (conventional teaching), while the subsequent 6-hour session in the following semester served as the experimental condition (debriefing teaching). Outcomes including theoretical scores, critical thinking disposition, general self-efficacy, and student evaluations of the debriefing were compared between the two phases.
resultsIn the experimental phase, theoretical exam scores, critical thinking disposition scores, and general self-efficacy scores were (73.92 ± 7.40), (298.11 ± 52.68), and (3.20 ± 0.60), respectively, compared to (65.81 ± 9.42), (228.41 ± 20.60), and (2.82 ± 0.55) in the control phase. The differences between the two phases were statistically significant (P < 0.001). Student evaluations suggested that the majority of students in the experimental phase had a positive attitude towards this teaching method.
conclusionThis self-controlled study indicated that the integration of debriefing into simulation-based education in surgical nursing was associated with higher theoretical knowledge, critical thinking disposition, self-efficacy, and learning satisfaction.
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