School of Nursing


Doctor of Philosophy


Cynthia Goodrich


simulation, nursing, nurse practitioner, education, faculty, debriefing




Simulation-based education is a teaching–learning pedagogy widely used in nursing programs today. While much research has been done on student perceptions of simulation and the fact most learning occurs in the post-simulation debriefing session, little research has been done on how learning takes place in debriefing. Nurse practitioner faculty also use simulation as a teaching methodology, but the implementation of debriefing methods and faculty experiences with debriefing sessions are not known. As simulation may not be counted as direct clinical hours in nurse practitioner programs, more research must be done before the substitution of hours can be considered. The substitution of clinical hours, as can occur in undergraduate programs, can alleviate clinical site and preceptor shortages. More nurse practitioner students could be trained and graduate, which in turn, could alleviate the primary care provider shortage in the United States. The purpose of this transcendental phenomenological study was to understand the experiences of nurse practitioner faculty who conduct post-simulation debriefing sessions. The framework guiding this study was Edmund Husserl’s phenomenological philosophy. Data were collected via interviews with faculty who have facilitated post-simulation debriefing sessions for a minimum of three sessions. Data were analyzed through manual coding and teasing out themes from the participants’ narratives. Themes derived from the analysis included (a) Structure of the Debriefing Session, (b) During the Debriefing Session, and (c) Facilitator Training.

Available for download on Friday, June 07, 2024

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