Effects of Simulation-Based Teaching and Learning with Structured Debriefing on Nursing Students’ Learning Experiences in a Maternal-Neonatal Nursing Course: A Mixed-Methods Study
DOI:
https://doi.org/10.64767/trcn.2026.280188Keywords:
simulation-based learning, debriefing, maternal and child health, learning experienceAbstract
Teaching and learning in maternal and child health nursing present significant challenges due to the complexity and high-risk nature of patient care. These conditions limit nursing students’ opportunities to engage in real clinical practice and to develop clinical
reasoning skills. Therefore, simulation-based learning combined with structured debriefing has been implemented to enhance students’ learning experiences. This study aimed to (1) examine the mean scores of nursing students’ learning experiences following simulation-based learning with structured debriefing in a maternal and child health nursing course, and (2) explore nursing students’ learning experiences after participation in this instructional approach.
Methods: A mixed-methods study was conducted with 36 fourth-year nursing students enrolled in a maternal and child health nursing course at a private university in Thailand. Research instruments included (1) quantitative data were collected using the Debriefing Experience Scale (DES), (2) qualitative data were obtained through focus group interviews and reflective observation; and (3) research intervention was a lesson plan integrating simulation-based learning with structured debriefing, consisting of three phases: 1) Pre-briefing 2) Simulation facilitation 3) Structured debriefing. Data were collected after completion of the learning activities. Quantitative data were analyzed using descriptive statistics and one-sample t-tests comparing observed mean scores with the corresponding subscale midpoint values. Qualitative data, obtained from focus group interviews and reflective observation during and after simulation-based learning, were analyzed using thematic analysis, and findings were integrated to provide a comprehensive understanding of students’ learning experiences.
Results: The findings indicated that nursing students reported high levels of positive learning experiences following structured debriefing. The mean score for experience during debriefing was 87.36 (S.D. = 7.62), while the mean score for the importance of debriefing was 88.22 (S.D. = 9.84). The results showed that all DES subscale scores were significantly higher than the neutral midpoint values (p < .001). Qualitative findings indicated that structured debriefing enhanced clinical reasoning through guided reflection and emotional expression as a catalyst for learning during simulation. Facilitator behaviors fostered a psychologically safe learning environment. Simulation with structured debriefing enhanced perceived readiness for clinical practice.
Conclusion: Simulation-based learning combined with structured debriefing is associated with positive learning experiences among nursing students in maternal and child health nursing education.
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