LAUSR

Abstract Background Despite the importance of debriefing in simulation-based education, the effects of peer-led debriefing on learners’ cognitive, affective, and psychomotor domains remain unclear. Methods This study employed a nonequivalent control group with a pretest-posttest design. Nursing students were conveniently assigned to either a peer-led debriefing group (n = 26) or an instructor-led debriefing group (n = 29). Results Both groups showed higher cognitive load, higher positive and lower negative achievement emotions, and improved nursing performance after debriefing. Conclusions Peer-led debriefing was as effective as instructor-led debriefing in improving cognitive load, achievement emotions, and the nursing performance of senior nursing students.