Debriefing in Computer Simulation: Real Activity and Perspective

Digital simulation has reached a place of importance in nursing education. Debriefing is a crucial step in this experience. However, the practices of teachers remain little explored.

This research aimed to explore and describe virtual simulation debriefing practices by faculty in the basic education of undergraduate nursing students.

This was a qualitative study with exploratory and descriptive objectives. A mixed-methods approach was used, incorporating audio-visual recordings and self-confrontation interviews. Three teachers participated in the study.

Concerning the pedagogical approach to the debriefing process in digital simulation, we highlighted the place of teachers in managing the debriefing environment, structuring the debriefing and managing the group dynamic interactions. Other attributes of digital debriefing have been derived from this study: performance evaluation support, ensuring learners are all protagonists, group dynamics and learning traceability.

Some teacher activities fit the requirements of digital debriefing. However, other attributes of this type of debriefing need to be adopted. This calls for further engagement of trainers and more investigation of these innovative activities.