Dr. Rowena T. Bermundo
The use of simulation in nursing education has increased over the years because of the known benefits to student learning. Debriefing is one of the simulation components in simulation and is critical in meeting the student learner’s outcomes. Structured debriefing provides a systematic guide to debriefers, which leads to a student reflective processes that enhance student’s knowledge, skills, and attitudes. This study utilized a quantitative, quasi-experimental design to examine if there was a difference in student satisfaction and self-confidence when the SHARP tool is used as a guide during post-simulation debriefing. Participants of the study (n = 58) included undergraduate nursing students who had simulation in the nursing curriculum. One group received the SHARP debriefing method (With SHARP, WS) and the other group received the regular debriefing method (No SHARP, NS). Student satisfaction and self-confidence were evaluated using the NLN’s Student Satisfaction and SelfConfidence in Learning questionnaire. A Mann-Whitney U test was performed and revealed no significant difference in student satisfaction and self-confidence in WS (Md = 55.5, n = 28) and NS (Md = 60, n = 30), U = 365.500, z = -.804, p = .421 (p > .05). Even though the findings of the study did not yield a statistically significant difference between the WS and NS groups, both debriefing processes delivered student satisfaction and selfconfidence in learning. Participants perceived a level of satisfaction and self-confidence in both debriefing methods.
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