The impact of simulation debriefing process on learning outcomes: An umbrella review

Background: The Healthcare Simulation Standards of Best Practice((R)) (HSSOBP (R)) stress the importance of establishing a psychologically safe environment for the debriefing process to allow learners the opportunity to identify knowledge gaps and develop insights by connecting thoughts, beliefs, and actions. A gap in the literature continues to exist regarding the impact vital debriefing process elements have on learning outcomes. Aim: This umbrella review (UR) provides a critical appraisal of the impact the debriefing process of simulation-based experiences (SBEs) has upon healthcare learners' knowledge, skills, attitudes, and behaviors. Methods: An interprofessional committee of simulation educators under the guidance of a health science librarian searched seven databases for systematic reviews (SRs) using the Joanna Briggs Institute (JBI) methodology. Criteria included SRs that focused on the impact of the debriefing process on healthcare learners' outcomes. Abstracts which met the inclusion criteria underwent full-text review and then proceeded to the data extraction phase. Results: The review identified structured debriefing based on theoretical frameworks and/or evidencebased concepts had a positive impact on learning outcomes. The outcomes achieved were related to expertise of the facilitator/s. This expertise included the ability to enhance the debriefing process determining the optimal time and duration of the debrief, and (4) integrating timely, relevant questions. Conclusion: This endeavor provided evidence-based practices related to the debriefing process to guide the delivery of high-quality SBEs that promote a culture of inclusion, trust, and safety.