Abstract:

The importance of simulation as a teaching strategy in nursing education are increasing day by day and more integrated into the curriculaum of nursing education strategy. Simulation education consists of three stages. These are prebriefing, simulation and debrifing. Debriefing session is an important component of simulation education process. Debriefing is in and of itself a teaching strategy. Debriefing is the process whereby faculty and students reexamine the clinical encounter in order to foster the development of clinical reasoning and judgment skills through reflective learning. The design of the debriefing session should be tailored to the learning objectives and the participant and team characteristics. Unlike the traditional classroom “teacher,” facilitators tend to position themselves not as authorities or experts, but rather as colearners. Debriefing is an important component in the process of simulation training sessions. Debriefing sessions structured learning objectives and necessary physical conditions provides significant contribution to achieving the objectives of education and learning purposes in simulation. In this review intended to provide information an important part of education process in the application of simulation debriefing session configuration, time, physical environ-ment, and for the properties of the facilitators.

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