Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


Nursing and Allied Health Professions

First Advisor

Teresa C. Shellenbarger, Ph.D.

Second Advisor

Kristy S. Chunta, Ph.D.

Third Advisor

Christoph Maier, Ph.D.


Over the past 10 years, Simulation-Based Learning (SBL) has developed as a viable strategy to prepare students for clinical reasoning; however, very little is known about the specific components of the SBL experience and how they affect student learning. Currently, there is a gap in the simulation literature regarding prebriefing strategies. Developing strategies for prebriefing may help nurse educators foster the development of clinical reasoning of prelicensure students during SBL. The purpose of this study was to seek consensus from simulation experts about the prebriefing component of SBL. This study used a modified electronic Delphi design to seek consensus about prebriefing. An expert panel of 59 Certified Simulation Healthcare Educators (CHSE) representing a wide variety of simulation modalities and organizational settings agreed to participate in the study. Thirty of the experts were retained through three rounds of questionnaires which began with literature based open-ended questions about prebriefing. These qualitative responses lead to the creation of quantitative prebriefing item statements which were used for survey data collection in round two and three using a Likert response indicating level of agreement with each statement. A 70% level of consensus was set as the benchmark for the prebriefing statements. Consensus (>70%) was reached by the expert panel on 83 statements about prebriefing. This study suggested that prebriefing is an important three phase process of SBL composed of planning, briefing, and facilitating. Findings suggested that the simulation purpose, learning objectives, and the level of the simulation learner play an important role in planning and facilitating prebriefing. The findings of this study provide insight into the importance of prebriefing to SBL learner success. Findings from this study support the need for clarification of the prebriefing terminology. Findings of this study may be used to develop guidelines for simulation educators, administrators, and SBL learners to prepare for a successful SBL experience. The results of this study also support the need for future prebriefing research.