Learners will manage an obstetrical complication of an unexpected preterm labour.
It's a Tuesday afternoon, and you are on call for obstetrics in a rural 1A hospital (no local cesarean section capabilities), with the nearest urban centre being 500km away.
A 27-year-old G1P0 female, Brittney Scott, presents to the emergency department complaining of mild back pain since last night and feeling like she is unable to control her bladder, stating she feels like she is “leaking.” Brittney is 32+3 weeks gestational age. She has not been receiving any prenatal care since her initial appointment confirming the pregnancy at 10 weeks gestational age. Brittney has a history of IV substance use which has continued throughout the pregnancy. She currently smokes approximately 1 pack of cigarettes per week.
The learner will diagnose and manage preterm labour by investigating possible causes and implementing interventions to reduce risk of premature delivery. The learner will also medically manage the patient and fetus to prevent negative fetal health outcomes associated with premature delivery and evaluate the need for transportation to a larger medical centre.
This simulation is part of ØRECLESS (Rural Emergencies and Complications in Labour Events Simulations Suite).
Overall Goal: Manage unexpected preterm labour.
Specific Learning Objectives:
Time Recommended: 60 minutes total (10 min Setup | 25 min Scenario | 25 min Debrief)
Patient Recommendation: Standardized Patient + OB Mannequin + OB Trainer
Medical Equipment:
Medications:
The following are not needed for this simulation but should be considered by the learner:
Other:
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This SIM requires one learner. Supporting roles can (1) be assigned to complete tasks by the learner, (2) provide assistance with maneuvers, and (3) provide statements throughout the SIM to allow for progression through the stages.
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Moulage: Set up with the fetus in a left occiput anterior position and fetal station of 0.
Set-Up: The woman arrives at the ED. She appears to be agitated and uncomfortable with lower back pain.
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.
Original Author: Kristen Palumbo
Originally published on: December 16, 2023
Most Recent Modification:
A good prebriefing is an essential component of running effective simulations, as it sets the stage for everything that comes after it1-3. 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 information1-5, 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 perspective2-4, and establish and maintain the simulation as a safe space for learning1,4,5.
Prebrief Guide (Sample Phrases in Italics)
Welcome learners. Introduce yourself, your role, and your experience with simulation.
Go over the time requirements for the simulation, when breaks will occur, how learners should handle incoming calls or texts, etc.
Clarify the learning objectives for the simulation1-5. Give information on the purpose of the simulation without giving out specific actions or information that might compromise the learning experience for participants.
Explain how participants will be evaluated (formative/summative/not evaluated). Briefly discuss the debrief process that will take place at the end of the simulation.
Give details on what expectations are for the learners' behaviour during the simulation, setting basic ground rules2-5. Go over expectations for yourself as the facilitator. Reinforce the simulation as a learning environment, where mistakes aren't something to be punished but opportunities for further learning.
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.
Ensure all participants agree to the confidentiality expectations of the simulation. Often, this will follow the mantra of "What happens in the simulation stays in the simulation," where learners and instructors agree not to share information on others' performance or scenario details outside of the simulation environment.
Explain that you've done what you can to make the simulation as real as possible, but acknowledge the limitations. Ask the learner to commit to doing what they can to act as if everything was real, explaining that the quality of their learning will depend on their willingness to participate as fully as possible. For the first simulation with a new group, it could be helpful to explain the importance of a mutual fiction contract.
Explain the different roles in the simulation and assign learners to them. If you have predetermined scripts for certain roles, hand them out here.
Explain the resources that will be available for the participants to use, how they should call for help in the simulation, what your role will be in providing information.
Orient participants to simulation space, equipment, manikin, etc. This can also be done by allowing participants to explore the simulation space and manikin for themselves.
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: SimulationSM Facilitation. 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.
It's a Tuesday afternoon, and you are on call for obstetrics in a rural 1A hospital (no local cesarean section capabilities), with the nearest urban centre being 500km away.
A 27-year-old G1P0 female, Brittney Scott, presents to the emergency department complaining of mild back pain since last night and feeling like she is unable to control her bladder, stating she feels like she is “leaking.” Brittney is 32+3 weeks gestational age. She has not been receiving any prenatal care since her initial appointment confirming the pregnancy at 10 weeks gestational age. Brittney has a history of IV substance use which has continued throughout the pregnancy. She currently smokes approximately 1 pack of cigarettes per week.
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Patient Chart |
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Name: Brittney Scott |
Age: 27 |
Gender: F |
Weight: 59 kg |
Height: 168 cm |
GA: 32+3 Weeks |
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Temp: 36.7 |
HR: 102 bpm |
BP: 119/77 |
RR: 22/min |
O2Sat: 97% |
GCS: 15 |
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| Presenting complaint: Vaginal discharge and a low, dull backache since 1900 yesterday evening. | ||||||||||
Brittney Scott is presenting to the ED. She has not yet had a physical exam but appears to be in her third trimester and is visibly uncomfortable. Little information beyond her gestational age is known about the pregnancy.
Modifiers (in red): Actions by the learner (which will have a consequence) OR actions to prompt learner. Extra information, audio clips, etc. are provided below.
| Patient Vitals | ||||
| BP: 119/77 | HR (Rhythm): 102 bpm (Sinus Tachycardia) | RR: 22/min. | ||
| O2SAT: 97% | Temperature: 36.7 degrees Celsius | GCS: 15 | ||
| Expected Learner Actions |
|---|
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Introduction (name and role) and confirmation of patient name and pronouns
Fern and Nitrazine Test ⇒ Facilitator: Provide microscope slide and strip (below). |
| 10 min. OR Actions Complete ⇒ 2. Preterm Labour |
Presenting Complaint: Bladder "leaking" and a low, dull backache for the last 12 hours. No recent trauma.
Pronouns: She/her
Pregnancy Records: No prenatal care. Rh and GBS status: Unknown.
Gestation: 32+3 Weeks
No. previous deliveries: Nulliparous (G1P0)
Pregnancy Complications: Unknown
Medication(s): None
Other: No Allergies. Insignificant family history and past medical history. Patient reports ongoing IV drug use throughout pregnancy, as well as smoking approximately one pack of cigarettes per week.
Variability: Moderate, ~20 bpm (Normal Range = 6-25 bpm)
FHR: 140 bpm (Normal Range = 120-160 bpm)
Retrieved September 16, 2023, from https://www.illustratedverdict.com/template-fetal-strips-iv-fetal-strip-library-from-courses
General Abdominal Exam: No visible asymmetry, lesions, or scars. No appreciable masses, swelling, rigidity, or guarding. Woman is pregnant.
Leopold Maneuvers:
Fundal Grip: Indeterminant.
Lateral Grip: Indeterminant.
Pelvic Grip: Indeterminant.
Fetal Lie: Indeterminant.
Fetal Presentation: Indeterminant.
Position: Indeterminant.
Uterine Activity Characteristics:
Frequency: Every 240 sec. (~2 contractions/ 10 minutes)
Duration: 60 sec.
Intensity: Strong
Resting tone: Soft between contractions
Fern Test Result: Pattern of crystalized cervical mucus noted on slide. Negative fern test (no arborization pattern appreciated). Membranes intact.
Dias Nunes, R., Traebert, E., Seemann, M, Traebert, J. (2020). Evaluation of simple and low-cost diagnostic tests for premature rupture of membranes. Clin. Exp. Obstet. Gynecol, 47(2), 287–290. https://doi.org/10.31083/j.ceog.2020.02.4986
Nitrazine pH Test Result: pH ~ 5.0
Non-Ruptured Membranes: pH 4.5-6.0
Ruptured Membranes: pH 6.5-7.5
Retrieved September 12, 2023 from https://oacapps.med.jhmi.edu/OBGYN-101/Text/Abnormal%20L&D/PROM.htm
Dilation: 4cm
Fetal Station: 0
Effacement: 100%
Membrane: Intact
Britney is in preterm labour which continues to progress. Maternal vitals and fetal heart tracings are normal. Begin management.
Modifiers (in red): Actions by the learner (which will have a consequence) OR actions to prompt learner. Extra information, audio clips, etc. are provided below.
| Expected Learner Actions |
|---|
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Call nursing/staff to increase available team numbers |
| 5 min. OR Actions Complete ⇒ 3. Reassessment |
An hour has passed since the tocolytics were administered and they seem to be working. Reassess the patient and fetus.
Modifiers (in red): Actions by the learner (which will have a consequence) OR actions to prompt learner. Extra information, audio clips, etc. are provided below.
| Patient Vitals | ||||
| BP: 119/80 | HR (Rhythm): 102 bpm (Sinus Tachycardia) | RR: 22/min. | ||
| O2SAT: 98% | Temperature: 36.8 degrees Celsius | GCS: 15 | ||
| Expected Learner Actions |
|---|
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Assess maternal vitals Understand that magnesium sulfate is used for neuroprotection of the fetus during preterm labour only when delivery is imminent (in this case, tocolytics are successfully slowing labour, therefore magnesium sulfate would not be administered) |
| 10 min. OR Actions Complete ⇒ 4. Case Complete |
Variability: Moderate, ~20 bpm (Normal Range = 6-25 bpm)
FHR: 140 bpm (Normal Range = 120-160 bpm)
No decelerations present.
Retrieved September 16, 2023, from https://www.illustratedverdict.com/template-fetal-strips-iv-fetal-strip-library-from-courses
Uterine Activity Characteristics:
Frequency: ~1 contraction/ 10 minutes
Duration: 60 sec.
Intensity: Moderate
Resting tone: Soft between contractions
Dilation: 4cm
Fetal Station: 0
Effacement: 100%
Membrane: Intact
Another hour has passed and labour has not progressed any further. Brittney and the fetus are both stable for transport. The Air Ambulance has just arrived and they are comfortable transporting Brittney to the tertiary centre you were in contact with. The patient agreed to this course of action and will be transported to a major medical centre with the proper resources to manage preterm labour and care for a premature infant once born. The case is complete.
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Date and Time |
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ID
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CC
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HPI: 4 Key Questions
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Hx of Pregnancy
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OBHx: Outcomes of previous pregnancies
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PMHx
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On Examination (O/E)
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GxPx |
GTPAL |
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G = Gravidity → total # of pregnancies |
G = Gravidity → total # of pregnancies
L = number of living children |
E.g., Patient has been pregnant 4 times. The first one ended in a miscarriage at 10 weeks, the second child was born healthy at 38 weeks, the third was carried to 23 weeks but was born stillborn and she is currently 35 weeks gestation with the fourth pregnancy.
This can be described as: G4P2 in GxPx format or G4T1P1A1L1 in the GTPAL format.
Retrieved July 2, 2023 from: https://www.parents.com/pregnancy/giving-birth/labor-and-delivery/cervix-dilation-chart-pictures-that-explain-the-stages-of-labor/
Retrieved July 27, 2023 from: https://www.instagram.com/p/CHJCbAhgdIu/?utm_source=ig_web_button_share_sheet
Retrieved July 27, 2023 from: https://www.youtube.com/watch?v=x17vY7_3M2M
Adapted September 12, 2023 from https://www.medicalnewstoday.com/articles/326380
Reference(s):
Society of Obstetricians and Gynecologists of Canada. ALARM Manual, 28th Ed. 2022.
| FHR Pattern (VEAL) | Cause (CHOP) | Management (MINE) | |||
| V | Variable Deceleration | C | Cord Compression | M | Maternal Repositioning |
| E | Early Deceleration | H | Head Compression | I | Identify Labour Progress |
| A | Acceleration | O | Okay! | N | No Intervention |
| L | Late Deceleration | P | Placental Insufficiency | E | Evaluate (reposition, fluids, oxygen, emergency delivery). |
Retrieved July 17, 2023, from Melbourne University Obstetrics and Gynecology Society (Facebook)
Society of Obstetricians and Gynecologists of Canada. ALARM Manual, 28th Ed. 2022.
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S: Antenatal Corticosteroid Therapy |
Options:
Considerations: Contraindications: Active tuberculosis, gastric ulcers, and chorioamnionitis
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T: Tocolytics |
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Contraindications:
See tocolytic administration chart below. |
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A: Antibiotics and GBS Prophylaxis |
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Antepartum Management:
PPROM (<34 Weeks Gestation) – Antibiotic Treatment to reduce risk of chorioamnionitis, prolong the latency period, and reduce neonatal morbidity. · Option 1: Ampicillin (2g IV q6h) and Erythromycin (250mg IV q6h) for 48 hours, followed by Amoxicillin (250mg PO, q8h) and Enteric-Coated Erythromycin Base (333mg PO q8h) for 5 days (Mercer protocol) · Option 2: Erythromycin (250mg PO q6h for 10 days) · Option 3: Clarithromycin or Azithromycin in appropriate doses (below) Do NOT administer amoxicillin with clavulanic acid (increased risk of necrotizing enterocolitis in the presence of PROM). Intrapartum Management:
Membrane Rupture or Onset of Active Labour: Administer to all women with (1) previous infant with invasive GBS disease, (2) GBS bacteriuria during current pregnancy, (3) positive screening culture within the past five weeks. If GBS status is unknown: Administer for (1) preterm labour (<37 weeks), (2) rupture of membranes for >18h, (3) maternal fever >38 degrees Celsius. NOT Indicated: (1) Planned Caesarean Section (CS) in the absence of labour or membrane rupture (regardless of GBS status) and (2) Negative vaginal and rectal GBS screening culture within five weeks. Preterm labour with intact membranes:
Prelabour rupture of membranes (PROM) and preterm PROM (PPROM):
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T: Transport |
Considerations: Availability at referral centre, time, and conditions (e.g., weather), stability of mother and fetus, and risk of delivery en route (response to tocolytics, presentation, etc.). Contraindications: Imminent delivery, no experienced attendants to accompany mother, adverse weather, and/or travel hazards. |
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Calcium Channel Blockers (nifedipine) |
PG Synthetase Inhibitors (indomethacin) |
Nitroglycerin |
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Evidence:
Findings:
Dose:
Side Effects:
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Evidence:
Findings:
Dose:
Side Effects:
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There is limited evidence of the benefit of nitroglycerin for tocolysis. |
Society of Obstetricians and Gynecologists of Canada. ALARM Manual, 28th Ed. 2022.
Note(s):
· Antenatal magnesium sulphate administration should be considered for neuroprotection for woman with imminent preterm birth (<33 weeks).
· If magnesium sulphate has been started, tocolysis should be discontinued.
· Discontinue if delivery is no longer imminent or a maximum of 24 hours after therapy has been administered.
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Signs of Magnesium (Mg) Toxicity – correlates with the serum Mg concentration, uncommon in patients with good renal function. |
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SIGN |
Serum Mg Concentration |
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Loss of Deep Tendon Reflexes |
7-10 mEq/L (8.5-12 mg/dL or 3.5-5 mmol/L) |
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Respiratory Paralysis |
10-13 mEq/L (12-16 mg/dL or 5-6.5 mmol/L) |
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Cardiac conduction altered |
>15 mEq/L (>18 mg/dL or >7.5 mmol/L) |
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Cardiac Arrest |
>25 mEq/L (>30 mg/dL or >12.5 mmol/L) |
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Antidote: Calcium Gluconate, 15-30 mL of 10% solution (1500-3000 mg) IV over 2-5 minutes in patients in cardiac arrest or severe cardiac toxicity related to hypermagnesemia.
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Norwitz E. R. (2023). Preeclampsia: Intrapartum and postpartum management and long-term prognosis. In Barss V (Ed.), UpToDate. Retrieved July 11, 2023, from https://www.uptodate.com/contents/preeclampsia-intrapartum-and-postpartum-management-and-long-term-prognosis
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.
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Time |
Facilitator Level |
Prep Time |
Scenario Type |
Flexibility |
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Moderate |
Novice |
Moderate |
Any |
High |
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Short-Moderate |
Novice |
Low |
Short w/ Clear Objectives |
Low |
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Moderate |
Novice |
Moderate |
Any, esp. Team-focused |
Moderate |
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Very Short |
No experience |
None |
Any |
Low |
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Short |
Novice |
Low |
Low number of non-technical skills |
Low |
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Very Short |
No experience |
None |
Any |
Moderate |
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Moderate-Long |
Novice |
Moderate |
Any |
Moderate |
(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
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Phase |
Objective |
Task |
Sample Phrases |
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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”
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2. Reactions |
Explore feelings |
Solicit initial reactions and emotions
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“Any initial reactions?” “How are you feeling?” |
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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?”
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4. Analysis |
Explore a variety of performance domains:
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See bottom of guide for details on the analysis phase |
For each item to be debriefed: 1. Preview Statement: (to introduce topic)
2. Pick Analysis method + Analyze: (see below for more info on each method)
3. Mini Summary: (to summarize discussion of topic)
Phase Wrap-up: "Any outstanding issues or concerns before we start to close?" |
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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]”
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Analysis Phase Details |
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Choose an analysis approach (Different approaches can be used for different topics within the same analysis stage): |
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Approach |
Objective |
Sample Phrases |
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Learner Self-Assessment
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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?”
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Focused Facilitation
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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?” |
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Provide Information
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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]” |
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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.
(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 |
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Gather (Listen)
25% |
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How do you feel? |
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How do you think it went? Can you tell me what happened? |
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Can anyone add anything to that account? |
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Analyze (Guide Reflection)
50% |
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I noticed… |
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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? |
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Tell me more about… How did you feel about…. I understand, but tell me about X aspect of the scenario |
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Summarize (Help gather Conclusions)
25%
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What are two things that you thought were effective or went well? |
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What do you think are some areas you/your team need to work on? |
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In today’s session, we…. Going forward, we should…. |
References/Adapted From:
(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:
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Actions |
Gather |
Analyze |
Summarize |
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Closed-loop communication
Clear Messages
Clear Roles
Knowing one’s limitations
Knowledge Sharing
Constructive Intervention
Reevaluation and Summarizing
Mutual Respect
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Student Observations
Instructor Observations
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Done Well
Needs Improvement
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Student-led Summary
Instructor-led Summary
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References/Adapted from:
(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
|
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Set learning objectives |
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After Case |
How did it go? Address Concerns Review learning points Plan ahead |
Framework from:
(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 |
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Description |
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“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” |
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Transition |
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“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?” |
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Analysis |
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“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…” |
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Transition |
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“So, what we’ve talked about in this scenario is…” “What have we agreed we could do?” |
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Application |
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“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?” |
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Underlying Principles |
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Description |
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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.
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Transition |
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Transition into analysis by clarifying any technical and clinical issues |
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Analysis |
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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. |
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Transition |
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Transition into Application by reinforcing learning. |
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Application |
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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
If you need help with debriefing Crisis Resource Management skills, check out this infographic from Isaak & Stiegler: View Infographic
Pluses:
Deltas:
|
Plus (+) |
Delta (∆) |
References:
((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 |
Purpose |
Process |
Sample Phrases |
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Reactions |
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How are you feeling? What are some initial reactions to what just happened? So, in that scenario… |
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Analysis |
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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… |
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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….? |
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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 |
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Summary |
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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… |
Adapted from:
Assessment:
Fetal Heart Rate Monitoring:
Other:
