Debriefing Characteristics Associated With the Development of Clinical Judgment in Nursing Students

Abstract

Debriefing was recognized as a phase of clinical simulation associated with reflection on the decisions made and with the development of clinical judgment in nursing students. The objective was to analyze the characteristics of debriefing associated with the development of clinical judgment in nursing students. A narrative and analytical documentary review was conducted covering the period from 2010 to 2026. The analysis was organized into categories related to structure, reflection, facilitation, psychological safety, active participation, blended models, self-debriefing, peer participation, video use, and temporal organization. The development of clinical judgment was found to be mainly associated with structured debriefing aimed at reconstructing the interpretation of the clinical situation, guided by open-ended questions, and conducted in a psychologically safe environment. Self-assessment, peer participation, and audiovisual resources were also found to be useful when integrated into an organized reflective process. No modality or model showed consistent superiority, and the results depended on the interaction among structure, facilitation, reflection, psychological safety, sufficient time, and continuity.