Background: In nursing education, debriefing is the active interaction between the educator and the students, whereby the re–examination of the students’ nursing interactions related to process, outcome, and application of knowledge and skills to clinical practice occurs. This reflection is a central tenet of the experiential learning process, in which students are facilitated to further develop knowledge, insights, and mental representations to guide future clinical encounters. Importance is therefore placed on the narrative to reconstruct what happened, through students’ thinking aloud about their experiences. This open reflection allows students to translate experiences into actionable knowledge. Objective: To compare video assisted debriefing versus oral debriefing alone among BSC nursing students. Methods: Quasi experimental, 2 group Post – test design was used. 28 Bsc nursing students were taken as sample. Tool used was Modified Debriefing Experience Scale (DES). Results: The mean value of experimental group was higher than in the control group. The computed‘t’ value of 5.37 was greater than table value 3.707 (t26=3.707), p<0.01). On the basis of this null hypothesis was rejected and research hypothesis was accepted. This indicates that the video assisted debriefing was more effective compared to oral debriefing.