Purpose: The purpose of this study was to explore nursing students' experiences of debriefing after simulation-based learning and to obtain fundamental data to support the development of effective teaching strategies.Methods: Sixty-seven nursing students participated in this study from April to May, 2017.This was a descriptive study analyzing the content of students' descriptions of structured questions in 3 stages (description, analysis, and application) based on recorded videos.Results: The description stage was classified into 3 categories for problem recognition, 4 categories for the nursing plan, and 6 categories for the nursing intervention.The analysis stage was classified into 6 categories for satisfactory practice, 3 categories for experience and 4 categories for what they learned through practice.The application stage was classified into 5 categories, that were to be mastered, and 6 categories, that were important to recognize.Conclusion: This study succeeded in charaterizing learners' experiences of debriefing.During the debriefing, students watched recorded videos, and we found that self-evaluation through structured questionnaires could be a very effective way to strengthen students' core competencies.Our content analysis of the debriefing is expected to contribute to the development of effective strategies in simulation-based education for students and nurses.
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Kang et al. (2018) studied this question.
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