title: Faculty Descriptions of Simulation Debriefing in Traditional Baccalaureate Nursing Programs.
abstract: OBJECTIVE
  A study was conducted to describe simulation debriefing practices of faculty in accredited, traditional, baccalaureate nursing programs in the United States.
  
  
  BACKGROUND
  Best debriefing practices include debriefing by a competent facilitator in a safe environment using a structured framework. Yet, structured frameworks and evaluation of debriefing are lacking in nursing education.
  
  
  METHODS
  This article reports the interview findings from the qualitative component of a large-scale mixed-methods study.
  
  
  RESULTS
  Twenty-three full-time faculty members with an average of 6 years of simulation debriefing experience participated in interviews. Three themes emerged with subthemes: a) having the student's best interest at heart, b) getting over the emotional hurdle, and c) intentional debriefing evolves into learning. Gaps were found in faculty development, use of a structured framework, and evaluation.
  
  
  CONCLUSIONS
  Research is warranted on use of video, postdebriefing assignments, cofacilitation, and debriefing effectiveness.
authors.affiliation: Annette R. Waznonis, PhD, RN, is an alumna researcher at Saint Louis University School of Nursing, Missouri, and faculty at DePaul University, Chicago, Illinois. The study was funded by the National League for Nursing (NLN) Research in Nursing Education Grant, the Delta Lambda Chapter Sigma Theta Tau International (STTI) Doctoral Research Award, and the Potter Scholarship at Saint Louis University School of Nursing. The author received nonfinancial study support from the International Nursing Association for Clinical Simulation and Learning (INACSL) in the form of a no-cost conference booth for subject recruitment. This study is part of a doctoral dissertation, and the Marion Bender Scholarship at Saint Louis University School of Nursing provided educational financial aid to the author during the study and preparation of the manuscript. The author thanks Dr. Andrew C. Mills, Dr. Lee SmithBattle, Dr. Helen W. Lach, and Dr. Patricia E. Freed for overseeing the research and assistance in manuscript preparation. The author acknowledges Dr. Kristina Thomas Dreifuerst for her external advising. For more information, write to Dr. Waznonis at annette.waznonis@gmail.com.
authors.forename: Annette R
authors.initials: AR
authors.lastname: Waznonis
mesh_terms: D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing / Q000523:psychology* / Q000706:statistics & numerical data; D005260:Female; D000068156:Formative Feedback; D006801:Humans; D008875:Middle Aged; D036301:Qualitative Research; D000066908:Simulation Training; D014481:United States