Background/Objectives: Clinical debriefing is a learning tool that promotes reflection after critical incidents, improving patient safety and professional performance. TALK© is a debriefing technique designed to facilitate structured team self-reflection after any learning event in clinical settings. The aim of this study is to explore the experiences of fourth-year nursing students in clinical internships with clinical debriefing guided by the TALK© tool. Methods: A qualitative case study was conducted. Twenty-seven participants were recruited using purposeful sampling. The sample consisted of nursing students. Data were collected through in-depth interviews, focus groups, personal writings, and researcher field notes. An inductive thematic analysis process was applied. The data analysis was performed using ATLAS.ti 23 software, which facilitated the identification and organization of key themes and patterns within the qualitative data. Conclusions: Participants perceived TALK©-guided clinical debriefing as a valuable practice. Key factors influencing their experience included the reflexive process, the debriefing approach and technique, the timing and context, as well as its emotional sphere.

Background: The SimZones model is an organizational framework for simulation-based education that structures learning across 5 progressive zones, from self-directed preparatory activities (zone 0) to team-based clinical scenarios (zones 1‐4). However, empirical evidence on the impact of zone 0 regarding procedural skill acquisition and retention remains limited. Objective: The present pilot study aimed to build on this evidence gap by examining whether the addition of a structured zone 0 self-directed preparatory phase, delivered through interactive video (IV), could enhance cardiopulmonary resuscitation (CPR) competence acquisition, skill retention, and CPR quality among nursing students when combined with conventional instructor-led zone 1 training, while also assessing the feasibility and acceptability of the intervention. Methods: A total of 52 nursing students from San Pablo CEU University (Madrid, Spain) were randomly assigned to an experimental group (n=33, SimZone 0 IV followed by SimZone 1 instructor-led seminar) or a control group (n=19, SimZone 1 instructor-led seminar only). CPR competence acquisition, skill retention, CPR quality, and feasibility were assessed immediately after zone 1 training and at 3 and 6 months. Results: In the self-directed zone 0 phase, 73% (24/33) of experimental group students achieved competence. After zone 1 training, 100% (28/28) of the experimental group achieved competence vs 84% (16/19) of the control group ( P =.06, Fisher exact test). At 3 months, competence was 96% (23/24) vs 71% (10/14; P =.05), and at 6 months, 96% (22/23) vs 62% (8/13; P =.02). Mean CPR quality scores were consistently higher in the experimental group across all time points (zone 1: 94%, SD 11.8% vs 90%, SD 16.4%; 3 months: 92%, SD 10.9% vs 90%, SD 12.1%; and 6 months: 92%, SD 10.9% vs 85%, SD 17.8%). The intervention was feasible, well accepted, and free of adverse events or technical issues. Conclusions: Self-directed IV learning as a preparatory phase before instructor-led training is feasible, acceptable, and is associated with preliminary signals of enhanced CPR skill acquisition and retention among nursing students. These findings should be interpreted with caution given the pilot nature of the study and the small sample size.