Objective To investigate the debriefing competence among nursing facilitators in simulation-based teaching and explore the possible influencing factors,so as to provide a reference for developing a targeted training program. Methods During September and December 2022, a total of 162 nursing facilitators undertaking simulation-based teaching were selected, and they were investigated by using a sociodemographic questionnaire, the Debriefing Knowledge Questionnaire, the Perceived Organizational Support Scale, and the Debriefing Competence Scale. Results The score of the Debriefing Competence Scale among the nursing facilitators was 183.00(167.75, 193.00), with only 26.54% participants believing they were competent in this area. Multiple linear regression analysis revealed that, teachers′ working years, perceived organizational support, and familiarity with simulation best practice standards were the primary factors influencing debriefing competence (all P<0.05), accounting for 36.8% of the variance in simulation debriefing competence. Conclusion Facilitators′ debriefing competence needs to be improved. In addition to personal efforts to enhance learning, educational institutions should provide adequate human, material, and policy support. Furthermore, a structured debriefing training program and evaluation system can be established to promote the development of facilitators′ debrie-fing skills.