• H Zhang, S H L Goh, X V Wu, W Wang, and E Mörelius.
• Department of Social and Welfare Studies, Linköping University, Sweden; Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore. Electronic address: nurzh@nus.edu.sg.
• Nurse Educ Today. 2019 Aug 1; 79: 1-7.

BackgroundVideo-assisted debriefing has not attracted sufficient attention on exploring learners' perceptions. A full understanding of learners' attitudes and perceptions towards video-assisted debriefing sets the foundation for effective learning, which should be considered when integrating video-assisted debriefing to the nursing curricula. However, limited evidence on learners' perspectives makes it difficult to fully understand this phenomenon.ObjectivesTo explore prelicensure nursing students' experiences and perspectives on video-assisted debriefing following a high-fidelity simulation.DesignAn exploratory qualitative approach using focus groups.SettingThis study was conducted at a local university in Singapore.ParticipantsA purposive sample of 27 prelicensure nursing students in Singapore were recruited.MethodsSix focus group interviews were conducted. Thematic analysis was used to analyze the transcribed data.ResultsThree themes and eight subthemes were derived from the data analysis. The themes included journey from traditional verbal debriefing to video-assisted debriefing, praise and criticism of video-assisted debriefing, and the road to successful video-assisted debriefing.ConclusionsNursing students revealed that video-assisted debriefing not only complemented the drawback of verbal debriefing by offering objective evidence but also improved their attitudes and behaviors through the unique experience of an emotional roller coaster. Learners should be desensitized to the fear of video and their discriminating capabilities should be developed prior to video-assisted debriefing. The findings can serve as a reference when designing and integrating video-assisted debriefing interventions into simulation-based education.Copyright © 2019 Elsevier Ltd. All rights reserved.

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