Background: Numerous studies support debriefing after an in-person simulation experience. However, there is little understanding about effective debriefing methods after a virtual simulation. Method: An experimental study was conducted to examine various debriefing methods. Participants completed a virtual gaming simulation and were randomly assigned to one of three debriefing methods: in person, virtual, and self. Results: Within groups, students made significant knowledge and self-efficacy gains, and all groups rated their debriefing experience highly. There were no significant differences in outcomes between groups. Conclusion: There is evidence to support alternative debriefing methods beyond the traditional in-person approach after a virtual gaming simulation.

No abstract

No abstract

Background: Best practice guidelines exist for debriefing, but only a little is known on how these align with the unique attributes of virtual simulation. This study explores self-debriefing, virtual debriefing, and in-person debriefing methods after a virtual gaming simulation. Methods: A focus-group-study methodology was employed with a convenience sample of 24 nursing students. The study was theoretically informed by the 3D Model of Debriefing. Results: Study results were categorized according to four thematic areas including defusing, discovering, deepening, and environment. Conclusion: This study provides insight into design and implementation of various debriefing formats using the unique features of virtual simulation.

The lesbian, gay, bisexual, transgender, two-spirit, and queer (LGBTTQ+) communities have experienced discrimination from nurses and other health care professionals, resulting in health inequity. The purpose of this study was to examine the impact of positive space training on students’ knowledge and comfort level with LGBTTQ+ communities. A quasi-experimental study with surveys and focus groups was conducted with 160 students. All participants perceived an increase in knowledge and comfort in communicating with LGBTTQ+ people after training. Positive space training can be part of the bank of learning strategies we offer students to increase their knowledge and comfort when interacting with LGBTTQ+ communities.