Degree Name
Nursing Practice, DNP
Publication Date
4-16-2026
First Advisor
Sandy King
Second Advisor
Beverly Clark
Abstract
Nursing education sometimes struggles to prepare faculty to lead effective simulation-based learning and debriefing. Inconsistent debriefing practices can reduce faculty confidence and competency, limiting student reflection and the development of clinical judgment. This quality improvement project examined whether a structured debriefing education program could enhance nursing faculty confidence and competency in simulation debriefing compared with current practice at a technical college. The project used the Jeffries Simulation Theory and Lewin’s Change Theory as guides. The project used a one-group pretest-posttest design by using the C-Scale to measure confidence and the Facilitator Competency Rubric to measure competency among nursing faculty who led simulation-based learning in prelicensure programs. The intervention was a six-week, structured debriefing education program that included three virtual modules and a simulation activity with a structured debriefing guide. Both were guided by a structured debriefing guide based on the Facilitator Competency Rubric. The program covered basic debriefing concepts, questioning techniques, structured debriefing models, reflective discussion, learner needs, and evaluation of debriefing. Faculty watched and analyzed simulated debriefings and practiced with feedback. Data were collected before and after the intervention using the C-Scale and Facilitator Competency Rubric. The results showed a statistically significant improvement in both outcomes. Confidence scores increased from M = 11.25, SD = 5.28 to M = 22.92, SD = 2.57, t(11) = 7.53, p < .001. Competency scores increased from M = 5.50, SD = 2.81 to M = 13.50, SD = 1.57, t(11) = 8.00, p < .001. These results suggest that structured debriefing education helped faculty prepare better, made debriefing more consistent, and improved simulation-based nursing education at the project site.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Emmanuel, Sudaneyse, "Quality Improvement Project Strengthening Faculty Competence: The Impact of Structured Debriefing Education on Nursing Faculty Confidence and Competency Compared to Current Practice" (2026). Doctor of Nursing Practice Projects. 340.
https://arch.astate.edu/dnp-projects/340
