Peisachovich, Eva HavaArunakkalpadam Joseph, Betsy2025-07-232025-07-232025-04-232025-07-23https://hdl.handle.net/10315/43030This pilot study explored the efficacy of peer-to-peer debriefing and self-debriefing following Virtual Serious Games (VSGs) on end-of-life care among internationally educated nursing (IEN) students and novice IENs. An experimental pretest-post-test design with random assignment compared the impact of both debriefing methods on self-confidence and satisfaction in learning. With a sample size of 20 participants (n=10 per group), results indicated no statistically significant differences between the two groups, suggesting that both debriefing strategies may offer comparable benefits. Despite the limited sample size, notable effect sizes were observed (d = 0.843, 1.064, 0.791, and 0.614), suggesting potential meaningful differences. This preliminary study highlights the potential for optimizing debriefing approaches, tailoring engagement techniques, feedback mechanisms, and learner support to enhance self-confidence, knowledge retention, and motivation in learning. Future research should explore long-term competency development, best practices for debriefing implementation, and their efficacy in academic and clinical settings with larger, more diverse samples. Keywords: Internationally educated nurses, virtual serious games, peer-to-peer debriefing, self-debriefing, end-of-life care, self-confidence, learner satisfaction, nursing educationAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.NursingHealth educationHealth sciencesElectronic Thesis or Dissertation2025-07-23Internationally educated nursesVirtual serious gamesPeer-to-peer debriefingSelf-debriefingEnd-of-life careSelf-confidenceLearner satisfactionNursing education