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# 9.1 Debriefing approaches

There are many different approaches to debriefing, below are the most common.

## Table 1

Debriefing Approach | Description
--- | ---
SHARP | SHARP contains the absolute basic principles of what to cover when conducting a debriefing. SHARP is an acronym that comprises five ‘prompts’ to guide trainers and trainees in providing/receiving a structured debrief. SHARP stands for Set learning objectives, How did it go, Address concerns, Review learning points, and Plan ahead.
Triangular approach to debriefing | Health Education Improvement Wales’s simulation team have proposed a triangular approach to debriefing which includes Principles, Structure and Strategies. A66 Standardizing debriefing in Wales: the Triangular Approach (Diaz-Navarro et al, 2023) Debriefing approach - HEIW (HEIW, N.D.)
Diamond debriefing method | Diamond debrief method is based on the debrief framework technique which is made up of: description, analysis and application. Diamond debrief also consists of aspects of the advocacy-inquiry approach and of debrief with good judgement. ‘The Diamond’: a structure for simulation debrief (Jaye et al, 2015).
Objective Structured Assessment of Debriefing (OSAD) | OSAD is a tool which can be used to facilitate debriefings in both real clinical and simulated settings. It identifies eight core components/categories of effective debriefing i.e. best practice guidelines. These include the approach of the trainer, establishing a learning environment, learner engagement, gauging learner reaction, descriptive reflection, analysis of performance, diagnosis of performance gaps and application to future clinical practice. Each category describes poor, average and good practices. If desirable, each category may also be rated on a scale of 1 (minimum) to 5 (maximum) regarding how well that element of the debriefing is conducted by the trainer. Descriptive anchors at the lowest point, mid-point, and highest point of the scale are used to guide ratings. The global score for OSAD, therefore, ranges from a minimum of 8 to a maximum of 40 with higher scores indicating higher quality Briefing and debriefing during simulation-based training and beyond: Content, structure, attitude and setting (Kolbe et al, 2015).
SHARE | The SHARE debrief tool supports health and social care teams to engage teams and staff who may be affected by the outcome (ie safety actions) of a learning response. Consists of 5 stages: 1. Scene Hear Articulate Response Embed SHARE debrief tool
TALK (NHS tool) | TALK has four steps: Target, Analysis, Learning points, Key actions and promotes guided reflection within teams as a way to improve and maintain patient safety, increase efficiency and contribute to a supportive culture of dialogue and learning in any clinical environment. TALK materials (Diaz-Navarro et al, 2014).

## Activity 6

20 minutes

#### Part 1: Reflection

Make your own notes in response to the following questions.

Is there a debriefing approach you prefer? Explain your rationale.

- Think about the possible opportunities and limitations of using your chosen debriefing as a stage of digital simulation within the context of your own practice setting.
- If possible, discuss this with a colleague and make some notes on your conclusions.

(A text entry box would appear here, but your browser does not support it.)

#### Part 2: Quiz

Question 1: Which of the following are recognised debriefing modalities that encourage individual reflection and self-assessment after a simulation? (Select all that apply.)

a) Facilitated debriefing
b) Self-reflection
c) Self-debriefing
d) Tele-debriefing

Question 2: According to the text, which characteristics are true of facilitated debriefing? (Select all that apply.)

a) It is always conducted without a guide or leader.
b) It is led by an experienced educator or clinician.
c) It can be done in groups or one-on-one.
d) It primarily involves individuals reflecting on their own without external guidance.

Question 3: Which of the following statements accurately describe tele-debriefing? (Select all that apply.)

a) It requires all participants and facilitators to be in the same physical room.
b) It utilises video conferencing tools for remote sessions.
c) It makes debriefing accessible even when in-person sessions are not possible.
d) It is a very outdated debriefing modality.

Question 4: The SHARP debriefing approach provides prompts to guide trainers and trainees. Which of the following are components of the SHARP acronym? (Select all that apply.)

a) Set learning objectives
b) How did it go
c) Address concerns
d) Review learning points
e) Share feelings

Question 5: The Objective Structured Assessment of Debriefing (OSAD) tool identifies core components of effective debriefing. Which of these are listed as categories within OSAD? (Select all that apply.)

a) Establishing a learning environment
b) Learner engagement
c) Diagnosis of performance gaps
d) Providing immediate grades on simulation performance
e) Approach of the trainer

Question 6: Which of the following debriefing approaches or tools mentioned in the text consist of five distinct stages or steps? (Select all that apply.)

a) Diamond debriefing method
b) SHARP
c) SHARE
d) TALK
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OpenLearn - An introduction to digital simulation in healthcare
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