Effects of Prebriefing on APRN Student Self-Confidence in Simulation-Based Learning

The contemporary American Health Care System created a demand for skilled advanced practice registered nurses (APRNs) to meet the health care needs of the U.S. population. It is imperative that graduate nursing programs adequately educate APRN students with the competencies to address these demands. Graduate nursing programs have adopted simulation-based learning to provide safe, cost-effective learning opportunities without the potential for real-world negative outcomes that can arise during hospital-based education. The purpose of this quality improvement project was to provide a tailored, APRN-focused prebriefing activity before simulation-based learning and measure its effects on self-reported student self-confidence scores. This project was conducted using a quantitative post-intervention survey design with a convenience sample of 17 APRN students. The participants were provided a prebriefing intervention by email prior to their interprofessional education (IPE). After the prebriefing intervention, the APRN students participated in four pre-established IPE simulation scenarios. The participants were then asked to complete the National League for Nursing (NLN) Satisfaction and Self-confidence in Learning Scale, a thirteen-statement survey with a 5-point Likert scale measuring self-reported, student satisfaction and self confidence related to their simulation-based learning experiences. Overall, high scores resulted on the post-intervention survey for the two subscales. This project supported the implementation of a structured prebriefing activity before IPE simulation-based learning in graduate nursing education