The mediation effect of debriefing quality on the relationship between debriefer engagement and student learning outcomes in graduate nursing education

Background Debriefing in simulation education involves a dynamic learning process of deep reflection, cognitive reframing, emotional learning and perspective transformation among nursing students to become safe and effective practitioners. Debriefers play a critical role in active learning and their engagement through reflective guidance and facilitation could affect the debriefing quality and achievement of expected student learning outcomes (SLOs). This study explored the associations among debriefer engagement, debriefing quality, and SLOs in advanced nursing practice programs in the US. Methods This was a cross-sectional study, using a survey of 218 advanced nursing practice (ANP) students about a simulation-based debriefing experience they recently had in their program. Results Debriefer engagement (including instructor guidance, contribution, and skills) significantly predicted the ANP students' cognitive, affective, and behavior SLOs, with instructor guidance as the strongest measure compared to instructor contribution and skills. Debriefing quality significantly mediated the relationship between debriefer engagement and SLOs. Conclusion Study findings provide insight into the importance of debriefer engagement and debriefing in simulation-based graduate nursing education.