The Space Between Action and Reflection

Introduction: Debriefing is widely regarded as a central component of simulation-based learning, yet limited attention has been given to how the timing of debriefing is experienced by learners in undergraduate courses that include graded simulation. Methods: An interpretive qualitative study situated within a constructivist epistemological perspective was conducted. Semi-structured interviews were completed with 10 third-year undergraduate nursing students enrolled in a course that included simulation-based learning. Interviews explored participants’ experiences of simulation, perceptions of debriefing timing and structure, and the perceived influence of feedback. Data were analyzed primarily using inductive, semantic thematic analysis with iterative comparison within and across transcripts. Results: Six interrelated themes were identified: simulation as a high-pressure evaluative environment; temporal distance and difficulty recalling actions and reasoning; feedback focused on error identification without sufficient instructional guidance; temporally proximal feedback experienced as easier to connect to reasoning; peer presence as both supportive and anxiety-provoking; and instructor facilitation shaping psychological safety and engagement. Participants described difficulty recalling earlier decisions when later-session debriefing occurred after multiple scenarios and described temporally proximal feedback as easier to connect to their reasoning. Conclusions: Participants described simulation as an emotionally and cognitively demanding context in which the timing and structure of debriefing shaped their experiences of reflection. These findings reflect learner perceptions rather than objective learning outcomes. The timing of feedback may influence how learners engage in reflective discussion during simulation-based education. Further research examining relationships between debriefing timing and measurable learning outcomes is warranted.