Degree Name
Nursing Practice, DNP
Publication Date
12-1-2025
First Advisor
Sandy King
Second Advisor
Beverly Clark
Abstract
This quality improvement (QI) project examined the impact of structured debriefing training on nursing faculty perceptions of confidence, competence, and skill in simulation-based education (SBE) at a northeast Texas community college. The problem addressed was the lack of a standardized debriefing process, leading to inconsistent faculty practices and variable student learning outcomes. The QI project, guided by the National League for Nursing (NLN) Jeffries Simulation Theory and Lewin’s Change Theory, used a one-group pretest–posttest design to evaluate faculty outcomes following training in Debriefing for Meaningful Learning (DML) and guided self-evaluation using the Debriefing Assessment for Simulation in Healthcare (DASH) Instructor tool. Eight faculty participants completed pre- and post-intervention DASH self-assessments and responded to five investigator-developed perception items measuring confidence, competence, and perceived skill. Paired samples t-tests showed significant improvements in faculty perceived confidence (p = .005, d = 1.41) and perceived DML-related skill (p < .001, d = 2.09). While DASH performance scores did not reach statistical significance, several elements demonstrated medium to large effect sizes, indicating meaningful practical improvement in observable debriefing behaviors. Findings suggest that structured, evidence-based debriefing training enhances faculty perceived readiness, strengthens debriefing competence, and increases consistency across simulation experiences. Limitations included a small sample size, single-site setting, and reliance on self-assessment measures. This QI project contributes to nursing education by supporting best practices in faculty development, promoting standardized debriefing methods, and improving the quality of simulation-based teaching and learning.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Jones, Catherine, "Quality Improvement Project: Enhancing Learning Through Structured Debriefing in Simulation" (2025). Doctor of Nursing Practice Projects. 271.
https://arch.astate.edu/dnp-projects/271
