1. Presti, Carmen Rosa DNP, RN, APN-BC
  2. Lewis-Pierre, LaToya EdD-CI, RN
  3. Sanko, Jill S. PhD

Article Content

Students' learning during a debriefing session is essential for knowledge acquisition and is an integral component of simulation-based education (SBE). Alternative methods from the traditional structured debrief with trained facilitators such as peer feedback are evolving and warrant further consideration.1 Peer debriefing stems from the teaching method peer-assisted learning, which has been shown to increase confidence, reduce stress and anxiety, and enhance learning.2 Peer-led debriefing was piloted in a capstone role transition course as part of a baccalaureate nursing program. With expert faculty observing and providing guidance when necessary, students were provided prompting questions to lead the debrief sessions. Following the SBE and debriefing, students completed a questionnaire. Among the outcome variables examined, students found peer debriefing more effective for their overall learning compared with instructor-led debriefing. It was beneficial for both students and faculty to realize how much students had learned throughout the curriculum as they were able to mirror expert debriefing in a positive and effective manner. With the support of expert debriefers to ensure psychological safety for learners, student-led peer debriefing enhanced learning and may have a place in SBE.




1. Cheng A, Grant V, Dieckmann P, Arora S, Robinson T, Eppich W. Faculty development for simulation programs: five issues for the future of debriefing training. Simul Healthc. 2015;10(4):217-222. [Context Link]


2. Doherty-Restrepo J, Odai M, Harris M, et al. Students' perception of peer and faculty debriefing facilitators following simulation-based education. J Allied Health. 2018;47(2):107-112. [Context Link]