Nursing students’ perceptions of learning analytics visualizations in immersive simulation debriefing: A qualitative analysis

Background Debriefing supports reflection and learning in simulation-based nursing education, yet its quality can be limited by facilitator workload and recall. Learning analytics visualizations (LAVs) may augment debriefing, but student perceptions are underexplored. Methods A qualitative study involved third-year Bachelor of Nursing students in team-based immersive simulations. Audio and spatial data generated LAVs for facilitator-led debriefing. Post-hoc survey responses from 47 students underwent reflexive thematic analysis. Results Students perceived LAVs as enhancing reflection on team performance, communication, and individual practice, and as supporting objective debriefing. Limitations concerned technological reliability and assessment use. Conclusions LAVs were perceived as valuable, complementary tools that enhance reflective practice while preserving human-centered learning.