Sissel Eikeland Huseb��: Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Post Box 8600, 4036, Stavanger, Norway. sissel.i.husebo@uis.no. ORCID
Inger ��se Reierson: Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, Post Box 4, 3199, Borre, Norway.
Anette Hansen: Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, Post Box 4, 3199, Borre, Norway.
Hilde Solli: Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, Post Box 4, 3199, Borre, Norway.
BACKGROUND: The 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. METHODS: An 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. RESULTS: Thirty-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. CONCLUSIONS: This 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.
