A Redo Station After Debrief Improves Learning in Undergraduate Nursing Simulation

This review evaluates simulation learning experiences of final-year nursing students. Given that a high-fidelity simulation assessment occurs in the topic, this article evaluates the establishment of an unstaffed redo station following simulation debrief as a scaffolded learning strategy. A total of 230 participants of a total cohort of 431 undergraduate final-year nursing students. Likert ratings and open-ended responses in the end-of-topic feedback survey enabled a content analysis of participant experiences with the simulation redo station. Answers from the high number of responses provided interesting insights for why students agreed that the redo station improved their learning experience. The redo station was perceived by students as a positive tool to enhance their own learning. Use of a staffed redo station may further enable student-focused learning. Future exploration of this learning and clinical reasoning in regards to deteriorating patients is warranted.