Qualitative analysis reveals nursing students perceive learning analytics as enhancing reflection and communication in simulation debriefing.
Background Debriefing supports reflection and learning in simulation-based nursing education, yet its quality can be limited by facilitator workload and recall. Learning analytics visualizations (LAVs) may augment debriefing, but student perceptions are underexplored. Methods A qualitative study involved third-year Bachelor of Nursing students in team-based immersive simulations. Audio and spatial data generated LAVs for facilitator-led debriefing. Post-hoc survey responses from 47 students underwent reflexive thematic analysis. Results Students perceived LAVs as enhancing reflection on team performance, communication, and individual practice, and as supporting objective debriefing. Limitations concerned technological reliability and assessment use. Conclusions LAVs were perceived as valuable, complementary tools that enhance reflective practice while preserving human-centered learning.
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Osborne et al. (2026) studied this question.
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