BEST PRACTICES FOR DEBRIEFING AND SKILLS RETENTION
The simulation itself is only half the lesson. The debrief is where real learning happens. According to the INACSL Healthcare Simulation Standards of Best Practice, debriefing is the single most critical phase for knowledge transfer, reflective learning, and behavioral change.
STRUCTURED DEBRIEFING MODELS Two proven approaches dominate EMS education:
1. Advocacy-Inquiry Model: Instructors share an observation (“I noticed compressions paused for 20 seconds…”) followed by curiosity (“What was your thought process at that moment?”). This builds psychological safety and self-analysis. 2. Plus-Delta Model: Teams identify what went well (“Plus”) and what should change next time (“Delta”), promoting shared reflection and con - tinuous improvement
BEST PRACTICES FOR EFFECTIVE DEBRIEFING Before purchasing, conduct a needs assessment:
• Create Psychological Safety: Learners must feel safe to make mis- takes and discuss them openly. Start every session by reinforcing that the goal is growth, not judgment. • Use Objective Data: Incorporate feedback device metrics (CPR rate, depth, airway time) to ground discussion in facts. Visualizing perfor - mance charts can be transformative. • Encourage Self-Reflection: Ask learners to identify their own strengths and gaps before offering instructor input. • Focus on Decision-Making: Move beyond “what” happened to “why” it happened. Explore mental models, situational awareness, and teamwork dynamics. • Document Outcomes: Record key findings and action plans for fol - low-up. Data collected during debriefing can demonstrate program ROI and support accreditation audits.
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