ON DEMAND: Pre-brief and Debrief: Teaching Strategies Used for Simulation Learning in Undergraduate Nursing Education at GMU During COVID-19 Pandemic


  • Andrea Landis
  • Ana Stoehr




The CHHS School of Nursing maintained undergraduate clinical continuity through in-person lab simulation-based education during the COVID-19 pandemic. This change was necessary in response to local hospitals – besieged with COVID patients - were not allowing students to obtain clinical hours. In accordance with the VA State Board of Nursing response to the pandemic, up to 50% of the total supervised nursing clinical hours for any course may be used as simulation to address state licensing clinical requirements. Simulation allows students to learn skills; develop clinical reasoning abilities; and to become competent in caring for patients/families in a safe learning environment.

The digital poster will:
- demonstrate high fidelity simulation with computerized pediatric mannequin learning experiences,
- share educational strategies to enhance simulation effectiveness,
- illustrate simulation pre-brief and debrief reflection strategies,
- provide guidelines for a safe learning environment so students can make mistakes without consequences, and
- acknowledge how nursing lab simulation-based education with computerized mannequins aligns with Mason-related signature learning theme of technology-enhanced teaching and learning.

Participants from across disciplines will learn pre-brief and debrief reflection techniques, learn how this educational strategy can create an engaging safe environment that facilitates student learning and a sense of togetherness during a global pandemic. Strategies discussed are applicable to disciplines outside of nursing. For example, participants from the College of Education and Human Development may use the pre-brief to clearly delineate learning objectives and expectations for the learners (e.g., high-school students) participating in a simulation or educational activity. Those from the College of Humanities and Social Sciences may appreciate the role of the debriefing as a guide for the faculty/student to derive meaning from research projects asking what went well and what could be done differently.

Author Biography

Andrea Landis

College of Health and Human Services






2021 On Demand Pre-recorded Presentation