Student and teacher perspectives on simulation practice debriefing

Abstract

Background: simulation is a strategy that involves a hypothetical representation of clinical reality. The debriefing in simulated practice is a learning method that aims to reflect on what happened, including positive and negative aspects, with the formulation of alternatives to aspects that went less well. Objective: to understand the perspective of the students and teachers of bachelor's degree in nursing on the simulated practice using debriefing. Methodology: descriptive qualitative study guided by the theory of social representations. A questionnaire (googledocs) with a Word Free Association Test (TALP) and data analysis using Iramuteq were used as data collection tool. Results: the study included 52 students and 9 teachers of the bachelor's degree in nursing. From the descending hierarchical classification we obtained five classes: competence (30%), critical-reflective thinking (23%), learning (18%), evolution (18%) and attitude (11%). Conclusion: the debriefing in simulated practice represents for students and teachers of the bachelor's degree in nursing a moment of development of skills and critical-reflective thinking.