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Debriefs are a type of workplace meeting that often use after events and critical incidents. Debriefs are used to review performance, promote shared learning and understanding, and improve future team performance. Similarly, reflexivity refers to the extent to which team members reflect upon and openly discuss group processes, procedures, and actions to improve future team performance. In this chapter, the authors review the separate literatures and explore the relationship between debriefs and reflexivity. While the debrief literature does focus on aspects of reflection, what occurs between the aspects of reflection, planning, and action is left unexplored. The concept of reflexivity fits well with the successful use of debriefs, as reflexivity ensures that reflection results in outcomes and moves beyond just an overview or discussion during debriefing. Additionally, important constructs such as psychological safety and sensemaking are relevant to both debriefs and reflexivity such that open and honest discussion as well as developing shared understanding are necessary for effective debriefing and reflection. Using the constructs of psychological safety and sensemaking, the authors propose a model that situates both reflexivity and effective debriefs in the context of team learning. This model integrates team reflexivity with team debriefs, provides a better understanding of how teams can carry out more effective debriefs, and explains how more effective debriefing and greater team reflexivity lead to enhanced learning and improvement in team performance.

The debriefing is a procedure based on intra-team feedback, which has frequently been applied in university formation in health but has been less used in business. The aim of this research is to analyse best practices in the actual implementation of debriefing in organisations, based on criteria the guidelines for carrying out each stage established in the procedure.

To achieve these goals, working teams from different organisations carried out 19 group-debriefing sessions on an authentic work problem. These sessions were observed and analysed following a qualitative approach.

After observing a debriefing session in 19 organisations, four categories related to its implementation have been identified: Self-analysis, information, planning and orientation of the development of the team.

It is important to mention some limitations to this work. The major limitation was the lack of published literature related to the debriefing in the area of organisational management. The qualitative and exploratory nature of the study limits the generalisation of the results.

The research has practical implications as the characterisation and description of each phase favours the transfer to implement the debriefing technique adequately in different types of organisations.

It has been observed that all forms of debriefing have a common purpose in learning and, team and employee development, due to the powerful transferability and usefulness of debriefing in different contexts. Therefore, knowing the correct use of debriefing is a breakthrough in this area. In addition, including this type of practice will not just facilitate a better performance, it will also help teams to learn to work in a team from their own experiences.

It has been characterised by the process of debriefing from the correct implementation of each phase through the analysis of the narratives that arise in the debriefing sessions carried out.

匯報是一個基於團隊內部回饋的程序, 它常見於大學組建的醫療衛生方面, 在商業上則較少使用。本研究擬基於匯報程序中所建立的每個階段, 來分析在組織內實際進行匯報的典範實務。

為達至研究目標, 來自不同組織的工作團隊, 就一個真實的工作問題進行了19個匯報會議。研究人員觀察這些會議, 並以定性研究法進行探討和分析。

研究人員觀察於19個組織進行的匯報會議後, 找出了四個進行匯報會議的範疇, 自我分析、資料、計劃和團隊發展的取向。

本研究提供了實務方面的啟示, 因研究結果確認了匯報每個階段的特徵的描述, 以及每個階段的描述, 這會幫助在不同種類的組織內進行匯報會議時, 舉行匯報使用之技巧得以靈活調動, 以發揮各技巧的最佳效果。

研究人員分析有關的匯報會議內的敘述, 並從會議每個階段的正確執行, 找出了匯報程序的各個特徵。

Inpatient violence is a substantial problem in psychiatric wards and de-escalation is difficult. When managing instances of violence through verbal techniques fail, mental health-care staff may use restrictive practices. The Six Core Strategies and debriefing exist for managing violence and restrictive practices in different mental health settings. Debriefing is used to get patients’ views on restrictive practices, ensure proper patient care and strengthen the role of patients as experts. This study aims to provide new information on debriefing implementation and how debriefing was used among different patient groups in a forensic hospital.

Quantitative seclusion time and debriefing reports (n = 524) were examined with Poisson regression analysis. Fisher’s exact test was used to determine the associations between debriefing and seclusion/restraint.

Debriefing (n = 524) was provided in 93% of violent episodes, which is an excellent result on an international level. There was significant variation in how often debriefing was used (p < 0.001) among different patient groups, i.e. dangerous, difficult-to-treat patients and criminal offenders whose sentences have been waived. Previous debriefing research has rarely specified what types of psychiatric patients have been subjected to seclusion or restraint.

The implementation of debriefing requires multiprofessional work within the organization and wards.

Debriefing seems to stimulate reflection at every level of a health-care organization, which fosters learning and can ultimately change clinical practices. The use of debriefing can strengthen the role of patients as well as professionals.

There has been wide debate around early interventions following traumatic exposures. Many of the studies examining the effectiveness of debriefing have not been undertaken in a workplace setting for which they were designed. The study was undertaken with prison staff and evaluated the debriefing provided as part of a trauma support programme provided by the prison service. This study was designed to evaluate the effectiveness and a programme of support for prison service staff following a traumatic incident within a prison environment.

Prison staff exposed to a range of traumatic events were offered debriefing. Measurements were taken soon after the incident and again one month later. The scores of those receiving debriefing were compared with those who did not receive debriefing.

The results showed that the prison staff receiving debriefing showed a significant reduction in their traumatic stress, anxiety and depression scores. There was no significant difference in the symptoms of the non-debriefed group.

The findings suggest that group-based well structured debrief sessions can be useful in reducing symptoms of post-traumatic stress following exposure to critical incidents in the workplace. The findings were accepted with the limitation that the groups were self-selecting, a randomised control trial was not allowed for the purpose of this study due to ethical concerns.

The results suggest that there are benefits in undertaking group debriefing within an organisational setting.

The purpose of this paper is to re-conceptualise the hot debrief process after cardiac arrest as a collaborative and distributed process across the multi-disciplinary team. There are multiple benefits to hot debriefs but there are also barriers to its implementation. Facilitating the hot debrief discussion usually falls within the remit of the physician; however, the American Heart Association suggests “a facilitator, typically a health-care professional, leads a discussion focused on identifying ways to improve performance”. Empowering nurses through a distributed leadership approach supports the wider health-care team involvement and facilitation of the hot debrief process, while reducing the cognitive burden of the lead physician.

A mixed-method approach was taken to evaluate the experiences of staff in the Emergency Department (ED) to identify their experiences of hot debrief after cardiac arrest. There had been some staff dissatisfaction with the process with reports of negative experiences of unresolved issues after cardiac arrest. An audit identified zero hot debriefs occurring in 2019. A quality Improvement project (Model for Healthcare Improvement) used four plan do study act cycles from March 2020 to September 2021, using two questionnaires and semi-structured interviews to engage the team in the design and implementation of a hot debrief tool, using a distributed leadership approach.

The first survey (n = 78) provided a consensus to develop a hot debrief in the ED (84% in the ED; 85% in intensive care unit (ICU); and 92% from Acute Medicine). Three months after implementation of the hot debrief tool, 5 out of 12 cardiac arrests had a hot debrief, an increase of 42% in hot debriefs from a baseline of 0%. The hot debrief started to become embedded in the ED; however, six months on, there were still inconsistencies with implementation and barriers remained. Findings from the second survey (n = 58) suggest that doctors may not be convinced of the benefits of the hot debrief process, particularly its benefits to improve team performance and nurses appear more invested in hot debriefs when compared to doctors.

There are existing hot debrief tools; for example, STOP 5 and Take STOCK; however, creating a specific tool with QI methods, tailored to the specific ED context, is likely to produce higher levels of multi-disciplinary team engagement and result in distributed roles and responsibilities. Change is accepted when people are involved in the decisions that affect them and when they have the opportunity to influence that change. This approach is more likely to be achieved through distributed leadership rather than from more traditional top-down hierarchical leadership approaches.

To the best of the authors’ knowledge, this study is the first of its kind to integrate Royal College Quality Improvement requirements with a collaborative and distributed medical leadership approach, to steer a change project in the implementation of a hot debrief in the ED. EDs need to create a continuous quality improvement culture to support this integration of leadership and QI methods combined, to drive and sustain successful change in distributed leadership to support the implementation of clinical protocols across the multi-disciplinary team in the ED.

The purpose of this paper is to explore a better understanding of Holistic Debriefing processes from a learning perspective.

During a terror attack in which 69 people were killed and 66 were wounded, a Search and Rescue crew experienced “fear of death” while giving life-saving help to victims of the attack. Afterwards, the crew conducted a Holistic Debriefing. The crew participated in interviews to share their experience of this type of debriefing.

The findings from the Holistic Debriefing sessions suggest that the debriefing process was experienced as positive in terms of social support, emotions and meaning. These experiences are further explained from a learning perspective.

This research was conducted on a small group of individuals experiencing an extreme situation, and findings may not readily generalize to other populations or situations.

Holistic Debriefing has been adopted by an increasing number of squadrons in the Norwegian Air Force.

Holistic Debriefing has been implemented at the Norwegian Air Force Academy, and may be relevant for other units involved in similar operations.

This study is unique when it comes to exploring Holistic Debriefing of rescue personnel in the aftermath of a terror attack. Moreover, Holistic Debriefing is also addressed as a reflection process in order to enhance individual and group learning processes.

Operational debriefing and psychological debriefing both involve groups of participants (typically from the emergency services) discussing a critical incident. Research on post‐incident debriefing has previously raised concerns over the likelihood that this discussion may affect not only psychological responses, but also memory integrity. It is possible that discussion in this setting could increase susceptibility to the misinformation effect. This paper seeks to address these issues.

The aim of this study was to investigate whether including a warning to the debriefing instructions about the possibility of memory contamination could reduce the misinformation effect. Participants viewed a stressful film, and were assigned to one of three conditions: debriefing with standard instructions, debriefing with a memory warning, or an individual recall control condition. Free recall memory and distress for the film were assessed.

Results indicate that participants in both debriefing conditions reported significantly more misinformation than those who did not participate in a discussion. Additionally it was found that the warning of memory contamination did not diminish the misinformation effect.

These findings are discussed with suggestions for the future of debriefing, with a particular focus on the emergency services.

This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.

In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.

Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.

All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.

This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.

The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

This article aims to present a unique systematic and validated method for creating a linkage between past experiences and management of future occurrences in an organization.

The study is based on actual data accumulated in a series of projects performed in a major medical center. Qualitative and quantitative content analyses were performed on 158 debriefing documents that were generated during two years. The analyses yielded a dataset which was utilized for cluster analysis to construct an organizational hierarchical risk tree.

Three major project phases were found to be the most influential: planning, executing, and controlling. The major risk areas identified were found to be those related to the initial work plan, professional responsibility definition, quality control, and communication management.

The study focuses on the aspects of organizational learning and suggests a new interpretation method for debriefing documents and a utilization method to mitigate potential risks. The most important outcome of the synergy was a new ability enabling staff members to improve their qualifications on a continuous basis. However, further research is required to examine the medical center debriefing and risk management from a long‐term perspective.

The current study was conceived during a discussion on the subject of safety improvement, where the impact of human behavior on risk events occurrence was debated. Hence, the paper was dedicated to analyzing the effects of the expanding limits of the prognosis “to err is human”. The method enables organizations to develop a tailored risk mitigation plan based on its accumulated processes and projects lessons‐learned. Although the paper describes a process conducted in a medical center, the method and findings are applicable to many other organizations.

This article aims to examine the nature and logics of organizational learning considered as a process by which organizations capitalize on the variety of experiences accumulated by their members.

Complementing the current literature on experiential learning, the authors build on a case study to investigate how organizations benefit from action learning and seek to identify the properties of the architecture supporting it. The case study focuses on how French Air Force fighter and airlift aircrews carry out debriefing sessions in their daily activities.

Within this framework, it can be observed that learning in debriefing sessions ultimately depends on the capacity of the learning agents to integrate individual and collective functions (namely, individual progression and collective performance).

Building on the foregoing, the paper elaborates on a conceptual model of the debriefing procedure made up of three components: a learning mode, a learning structure and a learning culture. It follows that the organization is likely to capitalize on individual experiences to improve knowledge and action if it is capable of providing its members with a flexible learning architecture enabling individuals to combine distinctive learning modes along with heterogeneous structures and cultural values.