Degree Name
Nursing Practice, DNP
Publication Date
11-17-2025
First Advisor
Lisa Drake
Second Advisor
Paige Wimberley
Abstract
Debriefing is a vital part of simulation and is critical to the students' learning in the simulation environment. It is essential for faculty that debriefers receive training in simulation concepts and in structuring debriefings. The purpose is to improve the simulation program at the project site by implementing a training course, and the project aims to enhance the faculty's confidence and address any knowledge gaps. The project design is a quasi-experimental study that features pre- and post-intervention surveys. Fifteen full-time nursing educators were surveyed, excluding faculty who do not teach in simulation. The intervention includes launching a SBL course and demonstrating a structured debriefing method. The theoretical frame used was Lewin’s change theory and Plan-Do-Study-Act for the implementation phase. Bandura’s social cognitive theory was chosen as the change theory. The surveys are the Debriefing Assessment in Simulation for Healthcare (DASH) and a one-question Likert confidence scale. These tools assessed participants' perceptions of their knowledge and confidence in simulation debriefing. The statistical analysis used in this project was a non-paired independent t-test. The DASH survey showed no statistical difference in participants' knowledge (t(df) = 0.05, p = .96). The confidence survey showed a statistical difference (t(df~unknown) = -6.90, p < .001). Even though the project failed to produce a significant increase in knowledge, it did yield substantial data on faculty confidence after the intervention.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Walker, Rebecca, "Quality Improvement Project: Debriefing in Simulation with Improved Knowledge and Confidence" (2025). Doctor of Nursing Practice Projects. 254.
https://arch.astate.edu/dnp-projects/254
