Keywords
Patient Simulation
Simulation Training
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Abstract
Objective: To synthesize the scientific evidence present in the literature on the use of the plus-delta debriefing method for simulation-based nursing education. Methods: Integrative review performed on National Library of Medicine information sources; National Institutes of Health; Scopus; Cumulative Index to Nursing and Allied Health Literature; Latin American and Caribbean Literature in Health Sciences; Web of Science; Education Resources Information Center, with the help of Rayyan and analysis through Thematic Analysis. Results: 676 studies were identified and of these five composed the sample. Two categories were created, the first entitled “Practice of Plus-Delta debriefing” and the second “Benefits of Plus-Delta debriefing for teaching and learning in nursing”. Final Considerations: Based on an international teaching experience, the plus-delta debriefing has been carried out, generally, without the association of other debriefing techniques, positively impacting the development of knowledge and satisfaction of the learners, through the description of the positive points (plus) and the points to be improved (delta) in the learner's performance.
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