High-fidelity simulation (HFS) use in nursing education has been a frequent research topic in recent years. Previous research included studies on the use of HFS with nursing students, focusing on their feelings of self-confidence and anxiety. However, research focused specifically on the debriefing portion of HFS was limited. This quantitative, quasi-experimental study included an examination of the effects of using guided reflection and video-recorded HFS scenarios as a strategy to increase knowledge retention in nursing education. The sample (n = 133) consisted of a convenience sample of associate degree nursing students from a community college in a West South Central state in their final year of the program. A pre-/posttest design using Powell-Laney's "Care of the Patient Experiencing a Myocardial Infarction" was utilized to examine the difference in student knowledge retention. The experimental groups debriefed following a simulation exercise using the viewing of the students' video-recorded scenario as the debriefing format, while the control groups debriefed using oral discussion following a guided reflection format only. Findings revealed although there was no significant difference between the groups on the immediate posttest (p = 0.419), the video-only group had a higher mean score than the guided reflection group on posttest 2. Because there was a significant mean difference between the two groups on posttest 2, ANCOVA was calculated. The ANCOVA calculations indicated that there was a statistically significant difference in the posttest 2 scores. The video-only group was statistically significant for knowledge retention. Implications for nursing education included providing educators and researchers insight regarding how debriefing after HFS will affect knowledge retention. The study also provides additional quantitative research results regarding debriefing after HFS. In addition, the findings of the study promote the use of experiential learning activities in nursing education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]