The Impact of Prebriefing on Simulation Learning Outcomes – A Systematic Review Protocol

Background: Factors outside of formal didactic sessions during healthcare education can influence students’ learning and achievement of desired learning outcomes. The Healthcare Simulation Standards of Best Practice^TM emphasize the importance of prebriefing in the implementation of simulation-based experiences to create a safe learning environment. However, a current literature gap exists regarding the impact of prebriefing on learning outcomes in the simulation environment. Aim: This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe prebriefing in the simulation environment and its impact on healthcare learners’ knowledge, skills, attitudes, and behaviors. Methods: An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across ten databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review. Expected Results: The systematic review will inform evidence-based practices related to prebriefing criteria to support the delivery of high-quality simulations that promote a culture of inclusion, trust, and safety.

Duke Scholars

Author Virginia Chris Simmons School of Nursing