An Examination of Simulation Prebriefing in Nursing Education: An Integrative Review
Christine DiLeone, Deborah Chyun, Desiree A. Díaz, Annette T. Maruca
Abstract
AIM: The aim of the integrative review was to examine the prebriefing phase of simulation as the foundation for the learning experience of nursing students and to determine effective prebriefing activities to enhance learning. BACKGROUND: There are currently no frameworks or specific time allotments for prebriefing comparable to those implemented for debriefing. METHOD: Eight electronic databases were searched for the period 2012 to 2019. Six studies were selected based on relevance and inclusion. Whittemore and Knafl's integrative review framework was used for data analysis. RESULTS: The studies reviewed answer how to effectively prepare students for simulation to enhance their learning and have a positive effect on clinical judgment and self-confidence; yet, prebriefing is not considered the foundation of the simulation experience. CONCLUSION: A well-designed prebriefing process is essential to high-quality simulation experiences. Standardization of this process has yet to be established.