This criterion focuses on the role of the individual doing the debrief.

• As a novice educator, your only role should be to observe the simulation and NOT run the equipment to run the scenario
• Concentrated attention is achieved when the debriefer is not distracted by having to perform multiple functions and roles during the scenario.
• Establish a climate of professional respect, including a requirement for confidentiality related to the content of the debriefing discussions (see INACSL Standard: Professional Integrity)
• Outline the process for debriefing, including the expectation that the participants will drive the discussion as they critically analyze their own performance and provide input into other’s performance.
• Facilitate participants’ engagement in the reflective process.
• Provide formative feedback based on scenario objectives, participants’ decisions and actions, including reinforcing positive behaviors, correcting misunderstandings, and clarifying cognitive frames that led to incorrect decision.
• Assist participants in conceptualizing how the learning constructed during the simulation and debriefing can be applied to future clinical situations.
• Summarize learning at the end of the debriefing process to close the gaps in knowledge and reasoning.