Prebriefing is a process conducted before the simulation to prepare and brief students on the simulation-based learning activity in which they are about to participate (INACSL, 2021). The prebriefing process involves establishing psychological safety for participants by preparing them for the educational knowledge required to meet the learning objectives and providing an orientation to the simulation space, resources, and rules (INACSL, 2021). Using a deliberately designed process to facilitate preparation and prebriefing sets up (McDermot, 2016). Prebriefing consists of two main components: the pre-simulation preparation stage and the briefing stage. Both components are necessary and should be properly planned to meet healthcare simulation best practice standards. Following pre-briefing guidelines appropriately will result in establishing a psychologically safe environment, engaging participants, and facilitating a more effective debriefing process (INACSL, 2021). 

Pre-simulation Preparation

Pre-simulation preparation involves providing participants with preparatory materials to ensure they are adequately prepared for the simulation experience (INACSL, 2021). Allowing participants to engage with these materials in advance helps to reinforce prior learning and prepare participants for success (INACSL, 2021). Components of the pre-simulation preparation could include but are not limited to:

• Provide information to participants in advance of the simulation with the:
  • Type of simulation
  • Learning objectives
  • Methods of evaluation

• Simulation scenario
• Simulation materials (such as patient history, chart data, TOA, etc.)
• Educational resources (such as assigned readings, videos, virtual simulations, etc.) to prepare students to successfully meet outcomes.
• Host a session separate from the simulation to review the preparatory materials, simulation-based experience learning outcomes and goals, marking/grading expectations and explanation of the simulation process and allow questions to decrease anticipatory stress or anxiety of students.
• Simulation schedule
• Student groups
• Confidentiality agreement
• Simulation Orientation Video
  • Please refer to the Simulation Orientation Video created by PPC staff, which is intended to be sent to students to help them prepare for their simulation day:

This should be facilitated in the weeks leading up to the simulation, providing participants with preparatory materials.

Additionally, it may be helpful to create incentives to ensure completion of pre-simulation activities by participants to help facilitate their successful preparation for the simulation-based experience.

Some options for this include:

• Implementing a “ticket” system to enter the experience only once the preparatory activities are completed.
• Establishing consequences for those who have not completed the preparatory materials in advance of the simulation-based experience.
• Adding additional preparatory activities on the day of the simulation itself. For example, hosting a pre-simulation discussion of scheduling a student planning session (INACSL, 2021)