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.

Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.].

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Background. There is a need to enhance simulation activities in nursing education to prepare students for clinical practice. The purpose of this study was to assess ease of use and usefulness in a newly developed interactive digital simulation table to promote technology uptake before the table was embedded in nursing curriculum. Methods. A usability study including survey and interviews was conducted to test the interactive digital simulation table with nursing students. The scenario used in this study provided students with practice in decision- making when caring for a client with asthma/chronic obstructive lung disease. Results. Participants found the interactive digital simulation table easy to use and felt it would be useful for nursing education as it provided an experience similar to real clinical practice. Conclusion. There is evidence to support including the interactive digital simulation table as part of a suite of simulations offered to nursing students.

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.