Debriefing is a deep reflective learning process within simulation-based learning.

Consider learner preferences of reflection for it to be meaningful and effective.

Learners prefer 2-stepped approach such as self-reflection and group discussions.

The aim of this systematic review is to determine how debriefing processes, perceived by undergraduate nursing students, affect confidence and learning outcomes from qualitative studies conducted between 2019 and 2023.

This systematic review is aligned with the PRSIMA 2020 search strategy and includes data from only qualitative studies. Previous studies on perceived outcomes surrounding effective debriefing processes within simulation-based learning has predominantly focused on quantitative and mixed method studies.

A total of 358 primary studies were obtained from the initial search: CINAHL (n = 64), ERIC (n = 3), MEDLINE (ProQuest) (n = 42), SCOPUS (n = 101), and WEB OF SCIENCE (n = 137); and hand searched articles (n = 11). A total of 5 studies were included in the review from which 3 underlying commonalities were identified: Self-awareness and self-confidence; Safe Learning Environment; and Confidence for Clinical Practice.

The debriefing process is perceived as having a positive effect on students’; however, a 2-step approach to debriefing in which self-reflection prior to group discussion on their performance is preferred.

Debriefing

Nursing students

Reflection

Simulation

© 2025 The Authors. Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing.