Feature ArticlesDebriefing in Laboratory Experiences A Quality Improvement ProjectVihos, Jill PhD, RN; Pollard, Loreen MN, RN; Bazin, Moira MN, RN; Lozza, Denaine BScN, RN; MacDonald, Penny MN, RN; Moniz, Nadine MN, RN; Spies, Dorothy BScN, RNAuthor Information Authors Affiliations: Sessional Lecturer (Dr Vihos, Ms Lozza, and Ms Spies) and Faculty Lecturer (Ms Pollard, Ms Bazin, and Ms MacDonald), Faculty of Nursing, University of Alberta; and Clinical Nurse Specialist (Ms Moniz), Neurosciences Program, Alberta Health Services, University of Alberta Hospital, Edmonton, Canada. The authors declare no conflicts of interest. Correspondence: Dr Vihos, Faculty of Nursing, University of Alberta, 11405-87 Ave, Edmonton, AB, Canada T6G 1C9 (email@example.com). Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com). Accepted for publication: January 10, 2017 Published ahead of print: February 28, 2017 Nurse Educator: 11/12 2017 - Volume 42 - Issue 6 - p 316-319 doi: 10.1097/NNE.0000000000000367 Buy SDC Metrics Abstract The purpose of this project was to explore (a) how nursing students regarded debriefing sessions at the end of a laboratory skills class and (b) the cognitive, affective, and social learning outcomes of debriefing sessions. Survey questionnaires were administered to 378 prelicensure nursing students after their nursing skills laboratory class that included a debriefing session. Most students either agreed or strongly agreed that debriefing facilitated the discussion about their experience and reflection on learning. Copyright © 2017 Wolters Kluwer Health, Inc. All rights reserved.