Student facilitation of simulation debrief: Measuring reflective thinking and self-efficacy

This study examined the effectiveness of different debriefing facilitation approaches on third year undergraduate nursing students' reflective thinking and critical reflection self-efficacy following high-fidelity simulation using a 3-arm nonequivalent control group design. Students facilitated by either an academic or academic and student showed significantly higher levels of critical reflection. Correlation revealed amedium, positive association between critical reflection self-efficacy and general self-efficacy. Academic and student partnerships in debriefing can prompt students to reflect