Introduction

Debriefing is an integral learning tool used in simulation-based learning across a range of educational programs. Post-simulation debriefing is widely considered to be the most critical component of simulation and the cornerstone of the learning experience (Eppich & Cheng, 2015).

The purpose of the debrief is to help learners:

• Identify and express their reactions to the simulation.
• Think critically about the experience and evaluate performance.
• Identify knowledge gaps and create a plan for future learning.

The debriefing process links theory and research to practice. Debriefing is a systematic approach that helps learners apply the requisite knowledge, skills, and abilities to complex clinical practice situations. The debrief experience also helps learners develop reflective practice skills (Taplay et al., 2021; Verkuyl et al., 2018). Debriefing in all its forms involves a facilitated learning opportunity that is linked to the learning outcomes. Virtual debriefing can be conducted in a variety of ways: facilitated synchronous or asynchronous, self or peer debrief, small or large group, and co-debriefing or combined debriefing. Typically, learners debrief by answering a series of questions crafted to facilitate reflection on a specific virtual simulation either in writing or verbally.

Expert’s Corner: Dr. Sandra Goldsworthy

It is important to start the virtual debriefing by orienting the learners to the experience and by highlighting general or specific simulation learning objectives as time may have passed since the virtual simulation took place. The debriefing should always be underpinned by a debriefing framework and facilitated by an experienced debriefer (Healthcare Simulation Standards of Best Practice™ (inacsl.org)

In the following video, Dr. Sandra Goldsworthy, PhD, MSc, RN, CNCC(C), CMSN(C), CCSNE, from Nipissing University provides an introduction into debriefing.