Research Information System
Teaching and Learning in Nursing, 2025 (ESCI)
Background: Simulation-based education helps bridge the gap between theory and practice in nursing, and debriefing plays a key role in enhancing learning. However, the relative effectiveness of different debriefing methods has not yet been fully established. Aim: To compare the effects of verbal and video debriefing on the knowledge and performance of nursing students in simulation-based education. Methods: This experimental design with a control group included 83 nursing students from a public university. All participated in a standardized patient simulation on anticoagulant medication use and were assigned to 1 of 3 groups: control (no debriefing), verbal debriefing, or video debriefing. Knowledge was assessed using a test, and performance was assessed with real patients. Results: Knowledge scores improved significantly in all groups after the simulation. Performance scores were highest in the video debriefing group (74.57 ± 10.78), followed by verbal debriefing (60.50 ± 8.44) and control (39.41 ± 8.41); the differences were statistically significant (P < 0.001). Conclusion: Integrating simulation into the nursing curriculum, supplemented by structured verbal or video debriefing, especially video, can significantly improve student performance.