RESUMEN Introduction: Teachers’ pedagogical practices in debriefing are important to ensure better learning outcomes in clinical simulation based education. Objective: Assess the factorial structure of an adapted version of the assessment scale of the health simulation debriefing in nursing students. Methods: Quantitative methodological study. 159 students from a private university of Concepción (Chile) were chosen from a non-probabilistic sample for accessibility. They responded to the adapted version of the assessment scale of the debriefing for health simulation plus a socio-demographic questionnaire, subject to informed consent. An exploratory factorial analysis of this adapted version was carried out, the reliability of the factor found through Cronbach alpha was assessed and a descriptive analysis was then carried out. Results: Only one factor was identified, which makes it possible to assess the quality of debriefing in clinical simulation. The analysis of the reliability of the factor identified showed a Cronbach alpha of 0,97 and was therefore classified as excellent, according to the ranges suggested by George and Mallery. Conclusions: The results present psychometric evidence supporting the validity and reliability of the adapted version of the assessment scale of the debriefing for health simulation, to be used in assessing the quality of debriefing in clinical simulation in nursing careers. However, it is assumed that its use should be complementary and not exclusive, with a qualitative approach to this phenomenon.