Linking Knowledge to Nursing Practice: A Phenomenological Study Investigating Students' Lived Experience with Structured Prebriefing in Nursing Simulation Education

Abstract :

Introduction: Prebriefing is an introductory phase in nursing simulation recognized as an important factor in students learning experience, however, the practice of prebriefing varies widely related to structured components and elements, making it difficult to understand what methods best prepare students for the simulation scenario. Knowledge of factors regarding pedagogical aspects of the different structures and elements of prebriefing’s contribution to the simulation experience may provide scaffolding for prebriefing design.

Method: A Gadamerian philosophical framework guided a hermeneutic phenomenological approach exploring students prebriefing experience during a novel, pedagogically sound, eight-week simulation clinical course developed with the theoretical underpinnings of Vygotsky’s Zone of Proximal Development, Kolb’s Experiential Learning Theory, and Tanner’s Clinical Judgement model. Nine, 15-month, senior prelicensure baccalaureate nursing students were recruited for face-to-face interviews after experiencing structured prebriefing for eight separate simulations. Data were analyzed using van Manen’s six steps of phenomenological investigation.

Results: Four primary themes were revealed; working through it, integrating preparation, expanding awareness, and acknowledging the task. Understanding students’ experiences during prebriefing creating a plan of nursing care, demonstrated metacognitive, reflective, and group processes. This broadened students’ knowledge awareness, developed confidence in thinking through a problem, and acknowledgement that prebriefing occurs in nursing practice. The totality of the four themes describes the essence of prebriefing as linking knowledge to nursing practice.

Conclusion: These themes indicate essential factors related to simulation prebriefing. Pedagogically, metacognitive action develops students’ ability to think through a problem. Feedback, group dynamics, and neurobiological responses enhance metacognitive action and should be further explored.