Standards of Best Practice: Simulation Standard VI: The Debriefing Process

Sharon Decker, Mary Fey, Stephanie Sideras, Sandra Caballero, Leland (Rocky) Rockstraw, Teri Boese, Ashley E. Franklin, Donna Gloe, Lori Lioce, Carol R. Sando, Colleen Meakim, Jimmie C. Borum

    Research output: Contribution to journalArticlepeer-review

    203 Scopus citations


    All simulation-based learning experiences should include a planned debriefing session aimed toward promoting reflective thinking. Learning is dependent on the integration of experience and reflection. Reflection is the conscious consideration of the meaning and implication of an action, which includes the assimilation of knowledge, skills, and attitudes with pre-existing knowledge. Reflection can lead to new interpretations by the learner. Reflective thinking does not happen automatically, but it can be taught; it requires time, active involvement in a realistic experience, and guidance by an effective facilitator. The skills of the debriefer are important to ensure the best possible learning; learning without guidance could lead the learner to negatively transfer a mistake into their practice without realizing it had been poor practice, repeat mistakes, focus only on the negative, or develop fixations. Research provides evidence that the debriefing process is the most important component of a simulation-based learning experience.

    Original languageEnglish (US)
    Pages (from-to)S26-S29
    JournalClinical Simulation in Nursing
    Issue number6 SUPPL
    StatePublished - Jun 2013


    • Clinical judgment/reasoning
    • Debrief
    • Facilitation
    • Reflection
    • Reflective thinking

    ASJC Scopus subject areas

    • Modeling and Simulation
    • Education
    • Nursing (miscellaneous)


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