1.您是否对护理患者的能力感到满意？
Think big picture.All learning objectives, whether focused on communication skills, clinical knowledge, preventing harm, or developing team behaviors, are intended to ultimately improve patient care and outcomes.Begin the debrief by gauging how each simulation participant rates their performance in this regard.
模拟结束后，学习者很可能开始回顾自己的步骤，以确定他们是“正确的”还是“错误的”。在谈话转向另一个方向之前，让他们有机会口头肯定自己的感受可能会有所帮助。
2. What was done well and what could have been handled differently?
接下来，深入研究细节。让学习者更深刻地反映出他们为什么对场景的表现感到满意。而且，在汇报环境中设定一个信任的基调，以便学习者也可以尊重表达不顺利的表达。
在讨论的这一部分，参与者可以最大程度地了解自己和他人。在回答这个问题时，学习者反思自己的经验，意识到他们的同龄人对某些时刻的看法有所不同，并辩论正确的临床途径。源于这个问题的结果可以提高自我意识，更好的团队协作以及对课程材料的更深入的了解。
3. What did you learn?
Though this next question may not lead to an extensive group discussion, it can help to make learning stick. When addressing this question, learners are tasked with quickly narrowing down what their most important takeaway has been. And, in saying the lesson they learned aloud, they are more likely to remember it.
Because the answers are individualized, they may be similar or they may vary greatly. Perhaps one learner experiences an "Aha!" moment and can finally grasp a specific diagnosis and treatment plan. Or, maybe another learner develops the confidence to point out a patient safety risk factor. Whatever a learner’s takeaway is, be sure to coach them to refine it as much as possible.
4.如何改善这种模拟体验？
仿真后的汇报使教育工作者有机会坦率地询问学习者对教学方法的看法。模拟是否足够现实？参与者在进入模拟方案之前是否做好了充分的准备？是否有瞬间突然解除了难以置信的暂停？
总是有改进和刷新模拟方案的空间。任何反馈学习者都能提供的，只会增强下一组参与者的体验，因此，在问这个问题时，请确保保持开放的态度。
5.您还想讨论其他内容吗？
虽然在仿真汇报中进行预先准备的问题至关重要，但同样重要的是，让参与者有机会进行其他对话（在理性之内）。最有可能的是，一个人的观察也是其他人也注意到的，这使其成为一个值得讨论的话题。
在汇报格式中太僵硬可能会冒着使其效率降低的风险。取而代之的是，保持对话的自然和非正式的流程，您会惊讶于您听到的意外且有价值的信息的数量。
