Date
6-17-2026
Department
School of Nursing
Degree
Doctor of Philosophy in Nursing (PhD)
Chair
Jordan Slowik
Keywords
structured prebriefing, pre-simulation anxiety, State-Trait Anxiety Inventory, high-fidelity simulation, nursing education, psychological safety
Disciplines
Education | Nursing
Recommended Citation
Wade, Laura D., "The Effect of Structured Prebriefing on Pre-Simulation Anxiety in Baccalaureate Nursing Students Participating in High-Fidelity Simulation: A Quantitative Quasi-Experimental Nonequivalent Pretest-Posttest Control Group Study" (2026). Doctoral Dissertations and Projects. 8626.
https://digitalcommons.liberty.edu/doctoral/8626
Abstract
The purpose of this quantitative quasi-experimental nonequivalent pretest-posttest control group study was to examine the effect of structured prebriefing on pre-simulation state anxiety among baccalaureate nursing students participating in high-fidelity simulation (HFS) at a private faith-based university in the South-Central United States (U.S.). Simulation is widely used in nursing education; however, nursing students frequently experience elevated anxiety prior to simulation that may negatively influence learning and performance. Despite recognition of prebriefing as best practice in simulation-based education, limited quantitative research has examined the effect of structured prebriefing on pre-simulation anxiety. A convenience sample of 73 baccalaureate nursing students enrolled in three clinical courses participated in the study. During scheduled simulation session, demographic data were collected and anxiety was measured before and after prebriefing using the State-Trait Anxiety Inventory-State (STAI-S). Data were analyzed using analysis of covariance (ANCOVA) to determine whether differences existed between students who received structured prebriefing and those who received standard prebriefing while controlling for baseline state anxiety. Results indicated a statistically significant difference in pre-simulation state anxiety between groups after controlling for baseline state anxiety, F(1, 70) = 18.541, p < .001, ηp2 = .209; therefore, the null hypothesis was rejected. Findings suggest that structured prebriefing may reduce pre-simulation anxiety and support psychologically safe simulation environments. Future research should examine structured prebriefing across multiple institutions and simulation contexts to strengthen evidence supporting its use in nursing education.
