Practiss - Welcome

Ending a Resuscitation

The medical aspects of this case are a straightforward cardiac arrest where the team must recognize futility and make the decision to stop resuscitation efforts. The primary goal is experiencing making a decision on calling a code and managing the impacts of a patient’s death.

This provides additional optional opportunities:

Optional (junior or senior) – breaking bad news to family member

Optional (senior) – simulated hot debrief of the case with the team

Other goals could also be scaffolded onto this scenario as deemed appropriate by the simulation instructor.

Goals and Learning Objectives

Technical/Equipment Recommendations

Supporting Roles and Scripts

Role	Description (Role, Behaviour, Key Moments, Script)
RN	Assists with ACLS – monitors, medications, etc. Provides clarification to history and exam if needed (it should be made obvious to the team what is going on): Provide details from EMS handover (see below) Family is on their way in Goals of care previously documented as full resuscitation Sounds like baseline level of function has been independent / high functioning EMS handover that was given to RN: At 1^st pulse and rhythm checks by EMS was in VF -> shocked At 2^nd and 3^rd pulse and rhythm check by EMS was in asystole -> running ACLS in asystole since. Has received epinephrine x2 doses. Did not receive amiodarone (was in asystole at 2^nd and 3^rd rhythm check). IV access x1 18g AC. Total downtime thus far has been 30 minutes. Prompt if no termination of resuscitation after >15 min, RN prompts, “How long are we going to do this for? Should we just call this?”. If they are not getting the point, the RN can additionally prompt: “I’m uncomfortable with how long we have run this for.” or “They can’t have much brain left anymore… I can’t imagine them having any quality of life after this.”
RN During Debrief (OPTIONAL)	If choosing to do a hot debrief, the RN will be the actor (i.e. playing their role) during this debrief as well. The facilitator may also join the simulated hot debrief as a senior nurse, charge nurse, care facilitator, or social worker. The RN will initially present him/herself as unaffected by the death (“we see this all the time, nothing was special about this”). They should initially be reserved and not very open about sharing their opinions or feelings. As the discussion continues should develop more self-doubt (“I just wonder if we could have done more”). If the participant leading the debrief is empathetic, genuine, and seems effective, then the nurse will respond positively to this.
Family Member (OPTIONAL)	The family (son or daughter, and/or husband) will arrive within 1 minute of termination of resuscitation, or after 15 minutes of case time if the team has not made this decision. Goals of care: “Do everything you can, unless you think she won’t be able to eventually recover in a meaningful way”. If questioned further, she would not accept substantial loss of function, and would not want “life support for a prolonged time” but would accept it if chance for recovery is reasonable.

Moulage and Scenario Set-Up

Printable Supporting Documents (Will also be accessible at relevant Scenario Stage)

Note: While prepping for your simulation, don't forget to prep for the debrief. Become comfortable with your chosen framework, review your objectives. For additional debriefing resources, see our Resources page.

Credits:
Original Author: Mark McKinney
Date: January 16 2021
Originally published on: emsimcases.com
Most Recent Modification: May 2022
Modified by: Mateo Orrantia

Prebriefing

A good prebriefing is an essential component of running effective simulations, as it sets the stage for everything that comes after it^1-3. An effective prebrief will create a safe container for learning, and in doing so, help participants feel more comfortable pushing their limits, sharing their thoughts and feelings, and buying into the experience. In turn, this will enhance engagement, participation, and learning. To that end, the prebriefing process needs to cover a lot of information^1-5, which can make it daunting to novice or non-expert facilitators. To help, we have consulted the relevant literature and put together a prebrief guide to ensure that you have the tools you need to run an effective pre-briefing session.

Throughout the pre-brief, it is important that you convey your commitment to respecting learners and their perspective^2-4, and establish and maintain the simulation as a safe space for learning^1,4,5.

Prebrief Guide (Sample Phrases in Italics)

Welcome and Introduction

Orient to Basic Logistics

Clarify Objectives

Review the Evaluation Structure for the Day

Clarify Expectations

This could be a good place to pause and ask learners if they have any additional expectations, fears, comments, or questions about the topic for the day.

Establish Confidentiality

Establish the Fiction Contract

Explain and Assign Roles

Go over Logistical Details

Orient to the Environment

Ask for questions!

References

1. Rudolph JW, Raemer DB, Simon R. Establishing a safe container for learning in simulation: the role of the presimulation briefing. Simul Healthc. 2014 Dec;9(6):339-49. doi: 10.1097/SIH.0000000000000047. PMID: 25188485.

2. Leigh G, Steuben F. Setting Learners up for Success: Presimulation and Prebriefing Strategies. Teaching and Learning in Nursing. 2018; 13(3):185-189. https://doi.org/10.1016/j.teln.2018.03.004

3. Lecomte F, Jaffrelot M. Chapter 33 - Prebriefing and Briefing. Clinical Simulation. 2019; 2nd ed.; 471-482. https://doi.org/10.1016/B978-0-12-815657-5.00034-6.

4. INACSL Standards Committee (2016, December). INACSL standards of best practice: Simulation^SMFacilitation. Clinical Simulation in Nursing, 12(S), S16-S20. http://dx.doi.org/10.1016/j.ecns.2016.09.007.

5. Simon R, Raemer D, Rudolph J. Rater's handbook for the Debriefing Assessment for Simulation in Healthcare (DASH) Rater Version. 2009. http://www.harvardmedsim.org/debriefing-assesment-simulation-healthcare.php.

Case Briefing

Patient was brought in by EMS in cardiac arrest. Shocked once by EMS, then went into asystole. Total downtime since arrest has been 30 minutes. Family on their way.

Patient Chart
Patient Name: Jane Doe			Age: 60		Gender: F		Weight: 100kg
Presenting complaint: Cardiac Arrest
Temp: 35.8	HR: 0	BP: 0		RR: 0		O₂Sat: n/a		FiO₂: 100%
Cap glucose: 5.5				GCS: 3 (E1 V1 M1)
Triage Note: Out of hospital cardiac arrest. EMS called for chest pain. Patient collapsed on EMS arrival, witness arrest, CPR started. Transport time 30 minutes. Shocked 1x for VFIB. Now in Asystole.
Allergies: None
Past Medical History: CAD MI x2, stents Hypertensions Dyslipidemia				Current Medications: ASA Ramipiril Metoprolol Rosuvastatin

Extra Patient Information (Further History + Physical Exam)

Physical Exam
Cardio: Cardiac Arrest, no other findings	Neuro: Pupils 3mm, fixed
Resp.: Apnea	Head & Neck: No findings
Abdo: No findings	MSK/Skin: Cool and mottled extremities
Other: Palpable pulse with CPR Quantitative ETCO2 is 8 POCUS shows absence of organized cardiac contractility

Patient Chart

Patient was brought in by EMS in cardiac arrest. Shocked once by EMS, then went into asystole. Total downtime since arrest has been 30 minutes. Family on their way.

Patient Chart
Patient Name: Jane Doe			Age: 60		Gender: F		Weight: 100kg
Presenting complaint: Cardiac Arrest
Temp: 35.8	HR: 0	BP: 0		RR: 0		O₂Sat: n/a		FiO₂: 100%
Cap glucose: 5.5				GCS: 3 (E1 V1 M1)
Triage Note: Out of hospital cardiac arrest. EMS called for chest pain. Patient collapsed on EMS arrival, witness arrest, CPR started. Transport time 30 minutes. Shocked 1x for VFIB. Now in Asystole.
Allergies: None
Past Medical History: CAD MI x2, stents Hypertensions Dyslipidemia				Current Medications: ASA Ramipiril Metoprolol Rosuvastatin

1. Patient Arrival and Resuscitation

Patient is on stretcher with CPR ongoing - not on monitor

Patient State/Vitals
Rhythm: Asystole	HR: 0	BP: 0	RR: 0
O₂SAT: not detected	T: 35.8C	GCS: 3

Expected Learner Actions	Modifiers	Triggers
RN/EMS handover Attach monitors/crash cart Rapidly identify asystole Get second IV Continue ACLS management Consider intubation Epinephrine on next cycle Consider labs Obtain goals of care (Full Resus) Voice futility when appropriate and terminate	If ETCO2 ⇒ CO2 = 8 >15min without termination ⇒ RN prompt termination	Simple Death ⇒ Go to Debrief (Optional) Family Arrives ⇒ 2. Breaking Bad News (Optional) Termination of Resus + RN asks for debrief ⇒ 3, Hot Debrief

Expected Learner Actions

Modifiers

Triggers

RN/EMS handover
Attach monitors/crash cart
Rapidly identify asystole
Get second IV
Continue ACLS management
Consider intubation
Epinephrine on next cycle
Consider labs
Obtain goals of care (Full Resus)
Voice futility when appropriate and terminate

If ETCO2 ⇒ CO2 = 8

>15min without termination ⇒ RN prompt termination

Simple Death ⇒
Go to Debrief

(Optional) Family Arrives ⇒
2. Breaking Bad News

(Optional) Termination of Resus + RN asks for debrief ⇒ 3, Hot Debrief

Patient Vitals

Patient State/Vitals
Rhythm: Asystole	HR: 0	BP: 0	RR: 0
O₂SAT: not detected	T: 35.8C	GCS: 3

2. Breaking Bad News

Patient State/Vitals
Rhythm: n/a	HR: n/a	BP: n/a	RR: n/a
O₂SAT: n/a	T: n/a	GCS: n/a

Expected Learner Actions	Modifiers	Triggers
If family comfortable, bring into room Introduce self and team Use family member names Appropriate body language Empathetic and emotionally sensitive Use a reasonable approach to breaking bad news (ex: SPIKES)		Natural conclusion of conversation OR 10mins pass ⇒ End and go to debrief

SPIKES Framework

S	Setting Up	Arrange for privacy Involve significant others, sit down, establish rapport, manage time constraints and interruptions	What time would suit you and your family members to chat about your results?
P	Perception of condition/seriousness	Determine what they know Listen to their level of comprehension, accept denial but do not confront at this stage	Explain to me what you understand about your test/results?
I	Invitation from the patient to give information	Ask what they want to know about the details of their situation, accept their right not to know Offer to answer questions later	Would you like me to explain exactly what your results/tests are/mean?
K	Knowledge: giving medical facts	Use language that the patient can understand Give information in small chunks Consider patient background Check if patient understands what you have said, respond to reactions as they occur	When we examined your chest x-ray we saw a small visible mass, this is usually an indication of cancer. Is this making sense to you?
E	Explore emotions and empathize	Prepare to give an empathetic response Identify emotions expressed by the patient Identify the cause/source of emotion, give the patient time to express their feelings	Has this all made sense to you? How are you feeling?
S	Strategy and Summary	Close the discussion Ask whether they want to clarify anything else Decide on a strategy going forward/next actions Offer plan for next meeting	Has this all made sense? What other questions do you have?

Adapted From: Baile WF, Buckman R, Lenzi R, Glober G, Beale EA, Kudelka AP. SPIKES-A six-step protocol for delivering bad news: application to the patient with cancer. Oncologist 2000;5(4):302-311.

3. Hot Debrief

RN asks team leader for a debrief

Patient State/Vitals
Rhythm: n/a	HR: n/a	BP: n/a	RR: n/a
O₂SAT: n/a	T: n/a	GCS: n/a

Expected Learner Actions	Modifiers	Triggers
Introduce debrief and provide a structure Establish psychological safety Acknowledge emotions Discuss team successes Discuss areas for team improvement Provide closure to debrief and incident		Natural conclusion of conversation or >10mins pass ⇒ End and go to debrief Family Arrives ⇒ 2. Breaking Bad News

STOP5 Hot Debrief Framework

STOP for 5 Minutes
Thank the team and ask “Is everyone ok?” If YES, continue with debrief
Things to STATE FIRST: We are going to have a 5 minute debrief The purpose is to improve patient care, it is not a blaming session Participation is welcome but not necessary All information discussed here is confidential
S	Summarize the case	Collect facts about the case Create common understanding of what happened Can be best if the team leader provides the summary
T	Things that went well	Identify what went well All team members can contribute, all opinions valued equally
O	Opportunities to improve	Identify areas for improvement, both at a skills/knowledge level and at a hospital systems level All team members should contribute, and all opinions equally valued
P	Points to action and responsibilities	Identify points of action going forward, to address opportunities for improvement or simply as next steps Delineate clear responsibilities to address those points to action

Adapted From: Walker CA, McGregor L, Taylor C, Robinson S. STOP5: a hot debrief model for resuscitation cases in the emergency department. Clin Exp Emerg Med. 2020;7(4):259-266. doi:10.15441/ceem.19.086

Debriefing

Choosing a Debrief Framework:

A good debrief has been identified in the literature as the most important part of a successful simulation experience. If you're a novice or inexperienced facilitator, use this table to help you choose which debrief framework you want to use, just tap the button on their name and you will be directed to the appropriate aids or scripts. While we recommend the PEARLS framework, take a look to see if there may be another that is a better fit for your situation.


	Time	Facilitator Level	Prep Time	Scenario Type	Flexibility
PEARLS (Our Favourite)	Moderate	Novice	Moderate	Any	High
GAS	Short-Moderate	Novice	Low	Short w/ Clear Objectives	Low
Team Dynamics	Moderate	Novice	Moderate	Any, esp. Team-focused	Moderate
SHARP	Very Short	No experience	None	Any	Low
Diamond	Short	Novice	Low	Low number of non-technical skills	Low
Plus-Delta	Very Short	No experience	None	Any	Moderate
Debriefing w/ Good Judgement	Moderate-Long	Novice	Moderate	Any	Moderate

PEARLS Debrief Framework

(To learn more about this debriefing framework, visit our page on Debriefing resources)

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Phase	Objective		Task		Sample Phrases
1. Setting the Scene	Create a safe context for learning		State the goal of debriefing; articulate the basic assumption		“Let’s spend X minutes debriefing. Our goal is to improve how we work together and care for our patients.” “Everyone here is intelligent and wants to improve”
2. Reactions	Explore feelings		Solicit initial reactions and emotions		“Any initial reactions?” “How are you feeling?”
3. Description	Clarify Facts		Develop a shared understanding of the case		“Can you please share a short summary of the case?” “What was the working diagnosis? Does everyone agree?”
4. Analysis	Explore a variety of performance domains: Decision making Technical skills Communication Resource utilization Leadership Situational Awareness Teamwork		See bottom of guide for details on the analysis phase		For each item to be debriefed: 1. Preview Statement: (to introduce topic) “At this point, I’d like to spend some time talking about [insert topic] because [insert rationale]" 2. Pick Analysis method + Analyze: (see below for more info on each method) a. Learner Self-Assessment b. Focused Facilitation c. Provide information 3. Mini Summary: (to summarize discussion of topic) *“That was a great discussion. Are there any additional comments related to [insert here]”* Phase Wrap-up: "Any outstanding issues or concerns before we start to close?"
5. Application or Summary	Identify take-aways		Can be learner- or instructor-centered		Learner-centered: “What are some takeaways from this discussion for our clinical practice?” Instructor-centered: “The key learning points for the case were [insert learning points]”
Analysis Phase Details
Choose an analysis approach (Different approaches can be used for different topics within the same analysis stage):
Approach		Objective		Sample Phrases
Learner Self-Assessment Time: Short/Moderate Performance Domain: Cognitive/Technical Rationale Evident: Yes/No Facilitator Experience: Low		Promote reflection by asking learners to assess their own performance		“What aspects were managed well and why?” “What aspects do you want to change and why?”
Focused Facilitation Time: Moderate/Long Performance Domain: Cognitive/Behavioural Rationale Evident: No Facilitator Experience: More experience required, can be difficult		Probe deeper on key aspects of performance, uncover mental frames guiding performance		Use Advocacy-Inquiry Method Advocacy: "I saw [observation], I think [your point-of-view]” *"I noticed [observation]* I liked that/I was concerned..." Inquiry: “How do you see it? What were your thoughts at the time?”**
Provide Information Time: Short Performance Domain: Cognitive/Technical Rationale Evident: Yes Facilitator Experience: Low		Teach to close clear knowledge gaps as they emerge and provide directive feedback as needed		“I noticed[behaviour]. Next time you may want to consider [suggested behaviour], because [rationale]”

PDF from debrief2learn.org: Here
Visual Guide: debrief2learn.org
Alternative Script: Here
Originally Created by: Bajaj K, Meguerdichian M, Thoma B, Huang S, Eppich W, Cheng A. The PEARLS Healthcare Debriefing Tool. Acad Med. 2018, 93(2), 336.

GAS Debrief Framework

(To learn more about this debriefing framework, visit our page on Debriefing resources)

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Phase	Goal	Actions	Possible Scripts
Gather (Listen) 25%	Actively listen to participants to understand what they think and how they feel Identify what occurred during scenario	Elicit emotional state	*How do you feel?*
		Request narrative(s)	*How do you think it went?* *Can you tell me what happened?*
		Request clarifying or supplemental information	*Can anyone add anything to that account?*
Analyze (Guide Reflection) 50%	Provide feedback on performance Facilitate participant’s reflection on and analysis of their actions and systems issues Investigate basis for performance gaps	Review accurate record of events	*I noticed…*
		Report observations (correct and incorrect steps) Ask questions to reveal participant thinking	*I noticed…. What was the thought process behind….* *When….happened, I saw….What do you think…..* *I saw…I think….How do you see it?*
		Stimulate reflection and provide redirection	*Tell me more about…* *How did you feel about….* *I understand, but tell me about X aspect of the scenario*
Summarize (Help gather Conclusions) 25%	Facilitate identification and review of lessons learned	Identify positive aspects of session (participants)	*What are two things that you thought were effective or went well?*
		Discuss behaviours that require change	*What do you think are some areas you/your team need to work on?*
		Summarize session	*In today’s session, we….* *Going forward, we should….*

References/Adapted From:

Phrampus P.E., O’Donnell J.M. (2013) Debriefing Using a Structured and Supported Approach. In: Levine A.I., DeMaria S., Schwartz A.D., Sim A.J. (eds) The Comprehensive Textbook of Healthcare Simulation. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5993-4_6
Baily K (2019) Gather – Analyze – Summarize: The Simple GAS Method for Healthcare Simulation Debriefing (w/ Quick Template). www.healthysimulation.com/18874/gas-debriefing/

Team Dynamics Debrief Framework

(To learn more about this debriefing framework, visit our page on Debriefing resources)

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Instructions:

Use the table below to guide your debriefing (Example phrases provided in plain text)
Observe and record elements of team dynamics
Identify 2 or 3 elements of team dynamics to discuss per debriefing section

Actions

Gather

Analyze

Summarize

Closed-loop communication

Orders acknowledged and confirmed when given
Orders announced when executed

Clear Messages

Team members speak clearly
Orders are questioned when doubt exists

Clear Roles

All team members have appropriate roles
Roles are reallocated when appropriate

Knowing one’s limitations

Calls for assistance
Seeks advice when appropriate

Knowledge Sharing

Sharing information between team members
Asks for ideas and suggestions

Constructive Intervention

Identifies priorities
Questions colleagues who make mistakes

Reevaluation and Summarizing

Reevaluates patient
Summarizes patient condition and treatment plan

Mutual Respect

Speaks in a professional, friendly tone of voice
Provides positive feedback

Student Observations

Can you describe the events from your perspective?
How did you think your treatments went?
Can you review the events of the scenario?
What could you have improved?
What did the team do well?

Instructor Observations

I noticed that [insert action here]
I observed that [insert action here]
I saw that [insert action here]

Done Well

How were you able to [insert action here]?
Why do you think you were able to [insert action here]?
Tell me a little bit more about how you [insert action here]?

Needs Improvement

Why do you think [insert action here] occurred?
How do you think [insert action here] could have been improved?
What was your thinking while [insert action here]?
What prevented you from [insert action here]?

Student-led Summary

What are the main things you learned?
Can someone summarize the key points made?
What are the main take-home messages?

Instructor-led Summary

Let’s summarize what we learned….
Here is what I think we learned….
The main take-home messages are….

References/Adapted from:

Cheng, A MD, FRCPC; Rodgers, DL. EdD; van der Jagt, É MD, MPH; Eppich, W MD, MEd; O’Donnell, J CRNA, MSN, DrPH (2012) Evolution of the Pediatric Advanced Life Support course, Pediatric Critical Care Medicine. 13(5). 589-595 doi: 10.1097/PCC.0b013e3182417709
American Heart Association Team Dynamics Debriefing Tool. 2011. https://ahainstructornetwork.americanheart.org/idc/groups/ahaecc-public/@wcm/@ecc/documents/downloadable/ucm_488325.pdf

SHARP Debrief Framework

(To learn more about this debriefing framework, visit our page on Debriefing resources)

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Before Case

Set learning objectives
What would you like to get out of this case?

After Case

How did it go?
What went well? Why?

Address Concerns
What did not go so well? Why?

Review learning points
Were your learning objectives met for this case?
What did you learn about your clinical/technical skills?
What did you learn about your teamwork skills?

Plan ahead
What actions can you take to improve your future practice?

Framework from:

Imperial College London (ND). The London Handbook for Debriefing: Enhancing Performance Debriefing in Clinical and Simulated Settings. www.imperial.ac.uk/media/imperial-college/medicine/surgery-cancer/pstrc/lw2222ic_debrief_book_a5.pdf

Diamond Debrief Framework

(To learn more about this debriefing framework, visit our page on Debriefing resources)

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Diamond Debrief: Sample Phrases

Description

“So what happened?...and then what happened next?”

Continue asking until confident that the details of the scenario have been raised by the learners

“Let’s not judge our performance now, let’s just focus on what happened”

Transition

“This scenario was designed to show…”

“Let’s address technical and clinical questions. What is the protocol for…?”

“How do we normally deal with this clinical situation?”

“Everyone ok with that?”

Analysis

“How did that make you feel?” To participants, then group

“Why?” Then use silence

“How did you/they do that exactly?”

“Why did you respond in that way? “ or “Why did you take that action?”

“It feels like…was an issue. Did it feel like that to you?”

What I’m hearing from you is…is that correct?”

“This is part of…” (identify the non-technical skill/human factor)

“We refer to that as a human factor or non-technical skill, which means…”

Transition

“So, what we’ve talked about in this scenario is…”

“What have we agreed we could do?”

Application

“What other kinds of situations might you face that might be similar? How are they similar?”

“How might these skills we discussed play out in those situations?”

“What are you going to do differently in your practice going forward?”

Underlying Principles

Description

Reinforce a safe learning environment.

Situate the debrief in the shared and meaningful activity that occurred.

Keep the focus dispassionate—discuss what happened but avoid focus on emotions.

Listen for emotional responses but resist the temptation to discuss emotions.

Make sure everyone shares the same understanding of what happened.

Transition

Transition into analysis by clarifying any technical and clinical issues

Analysis

Spend most of your time in Analysis.

Deconstruct behaviours into specific actions, and explore what happened in detail.

Ask about affective responses and validate them.

Analyze and interpret the activity by applying appropriate frameworks or lenses (such as non-technical skills, or the clinical context surrounding the scenario).

Keep discussion positive, and avoid the temptation to focus on “strengths and weaknesses”.

Reflect responses back, allowing participants to amend or augment.

Transition

Transition into Application by reinforcing learning.

Application

Focus on moving from the specifics of the scenario to the more general world of practice.

Break behaviours down into specific actions.

Explore the other kinds of situations that these might apply to.

Ask what participants will do differently in their practice.

Adapted From: Jaye P, Thomas L, Reedy G (2015). 'The Diamond': a structure for simulation debrief. The Clinical Teacher 12(1). 171-175. onlinelibrary.wiley.com/doi/full/10.1111/tct.12300

Plus-Delta Debrief Framework

If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic

Pluses:

Things that are working first
Items that the individual or team wants to build on
Ex: What went well?

Deltas:

Opportunities for improvement things that can be changed so that the individual team might become more effective
Should be specific, within the realm of possibility
To be reviewed and acted upon
Ex: What would you do differently next time?

Plus (+)	Delta (∆)

References:

Klair MB (2000). The Mediated Debrief of Problem Flights. in Facilitation and Debriefing in Aviation Training and Operations (1st ed). Routledge. www.taylorfrancis.com/chapters/mono/10.4324/9781315255576-12/mediated-debrief-problem-flights-key-dismukes-guy-smith
ACPS Quality Tools: Plus/Delta (ND). fhop.ucsf.edu/sites/fhop.ucsf.edu/files/custom_download/ACPS_Plus_Delta_Template.pdf

1. Recognizing Futility of Resuscitation

Indicators that are poor prognostic signs, suggesting futility
- Downtime >20 mins
- ETCO2 <10 at 20 mins
- Continued Asystole
- Absence of cardiac activity or signs of life despite efforts
- Unwitnessed arrest
- No identifiable reversible factors requiring treatment (eg. H's and T's)
- Delayed CPR and shock for VF
Ultimately, the decision to cease resuscitation efforts should be made on an individual basis, these factors are meant as a guide to guide thinking

2. Bringing the family into the room

There is some evidence that having the family in the room to witness the resuscitation or to see the patient's body once resuscitation is terminated is preferred by family members and can be beneficial to them, helping in the grieving process by providing closure, and reducing feelings of post-traumatic stress^1,2. You should ask the family if they would like to enter the ED room during/after the resuscitation.

1. Eric Isaacs. Grief Support in the ED. Medscape. 2018. emedicine.medscape.com/article/806280-overview#a5

2. Adamowski et al. Sudden unexpected death in the emergency department: caring for the survivors. Can Med Assoc J. 149(10). 1993.

Phase	Purpose	Process	Sample Phrases
Reactions	Allow learners to express emotional reactions to simulation Provide facts underlying simulation	Ask for emotional reactions	*How are you feeling?* *What are some initial reactions to what just happened?* *So, in that scenario…*
Analysis	Uncover the ideas, thought processes, and other factors that lead to a learner behaviour (uncovering “frames”) Help learners find ways to improve	1. Observe an event or result. Comment on the observation. 2. Advocate for your position	*I saw that… I think…* *I noticed that…To me…* *I saw…I’m concerned that…*
		3. Investigate basis for learner’s thinking that led to the observed event or result	*What do you think?* *Why do you think that happened?* *How do you see it?* *What was the thought process behind….?*
		4. Close the gap through discussion and didactics	*I hear…. What would it take for you to do this next time?* *How could we do this differently next time?* *I think a few good ideas that came up were…* *I’d like to say a little bit about…from my experience/literature*
Summary	Distill lessons learned from debriefing Invite reflection on the experiences as a whole	Ask learners to summarize their takeaways, what went well/what could be done differently Summarize session and learning	*What are some takeaways from today?* *What went well today? What would you do differently next time?* *In today’s session, we….* *Going forward, we should…*

Ending a Resuscitation

Scenario Overview

Scenario Info:

Prebriefing:

Scenario Stages: (Toggle) Educational

Debriefing:

Clinical Pearls:

Ending a Resuscitation

Prebriefing

Case Briefing

Patient Chart

1. Patient Arrival and Resuscitation

Patient Vitals

2. Breaking Bad News

SPIKES Framework

3. Hot Debrief

STOP5 Hot Debrief Framework

Debriefing

PEARLS Debrief Framework

GAS Debrief Framework

Team Dynamics Debrief Framework

SHARP Debrief Framework

Diamond Debrief Framework

Plus-Delta Debrief Framework

Debriefing with Good Judgment Framework