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The recognition that disaster workers may be victimized as a consequence of fulfilling their disaster relief role has resulted in the development of several interventions to assist their recovery. Psychological debriefing is a prominent support resource. Uses recent concerns over the effectiveness of debriefing to frame a discussion of the nature of recovery and the longer‐term determinants of its effectiveness. Focuses on the role of social, psychological, familial and organizational factors as determinants of the quality of recovery. Discusses the implications of these factors for the design and delivery of support resources for disaster workers.

This study aims to contribute to current research on team learning patterns. It specifically addresses some negative perceptions of the job performance learning pattern.

Over a period of three years, qualitative and quantitative data were gathered on pilot learning in the workplace. The instructional modes included face-to-face classroom-based training; pilots assessing pre-recorded videos in classroom-based training; pilots assessing videos with fellow pilot of similar rank (paired training); pilots undertaking traditional 4-hour simulator session with 1-hour debriefing using a variety of technologies for replaying the simulator session; and pilots undertaking 2-hour simulator sessions with extended 3-hour debriefing utilizing simulator replay video.

Although traditional classroom-based, face-to-face instruction was viewed as acceptable, pilots who critically assessed the practice of other pilots in pre-recorded videos felt empowered by transferring classroom instruction to the workplace. The study also establishes a need to determine the correct balance between high-workload simulator training and low-workload debriefing.

A move towards developing a typology for workplace learning patterns was viewed negatively if job performance was the focus. However, pilot practitioners felt empowered when provided with the right mix of performance-oriented learning opportunities, especially when these provided an appropriate mix of high-fidelity simulations with time for reflection on practice.

By focusing on one learning pattern – job performance – the paper demonstrates the benefits of learning via a variety of instructional modes. Whereas aviation has a unique workplace environment, many other high- and low-risk industries are acknowledging the impact of technical and non-technical skills on job performance. This may suggest that findings from this study are transferable across a broader range of workplace settings.

The findings demonstrate that broadening research across many professional workplace settings may assist in developing a more robust framework for the micro-organization of each workplace learning pattern.

This study investigates how debrief conversations unfold during virtual coaching sessions that provide embedded opportunities to practice teaching within a mixed reality simulation (MRS). We examine how teacher and coach topical episodes function (agreeing, explaining, clarifying, probing, recapping, reflecting and suggesting) to activate reflection as part of virtual coaching.

Grounded in Vygotsky's sociocultural theory and the belief that learning is collaborative and impacts how pre- and in-service teachers construct knowledge, this exploratory case study draws on insights from 15 graduate students (5 pre-service teachers (PSTs) and 10 in-service teachers (ISTs)) who participated in virtual coaching with embedded practice opportunities. Data sources were video recordings and transcripts of 15 virtual coaching sessions, and one-on-one postcoaching interviews. Coding categories were determined through the constant comparative analysis method.

Findings indicate that an MRS provides an immediate context for reflection, which guided the debrief conversations. Additionally, functions occurred with varying frequency among PSTs and ISTs, and across both groups, probing questions often led directly to reflecting and recapping the shared simulation context.

This study had a small sample (n = 15) and the use of an MRS, while widely used, is not necessarily a scalable practice.

In times of remote teaching, like during corona virus 2019 (COVID-19), opportunities to simulate clinical experiences become vital. With a limited research base, learning how teachers engage with and learn from simulated experiences is a key to creating rich learning opportunities for teachers.

This paper is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships between tutors and learners and the facilitating strategies of tutors, and the effect of these on learners' feelings and their learning and interest.

Contends that the quality of debriefing at the conclusion of a training exercise will determine whether participants are left feeling at a loose end, seeing the exercise as having little relevance to their jobs or thinking that they have been fortunate to have experienced an amount of “accelerated learning”, telescoped into a short time period, equivalent to what might have taken years of on‐the‐job experience to realize. Presents a five‐stage model for the use of exercises during training sessions, developed around the core activity of debriefing.

The authors developed a pedagogical framework called the game-based structural debriefing (GBSD) to leverage the affordances of video games for teaching systems thinking. By integrating system dynamics visualization tools within a set of debriefing activities, GBSD helps teachers make systems thinking an explicit goal of the gameplay and learning when they use available educational games in the classroom.

This study uses a design-based research methodology with the goals of validating GBSD and investigating the utility of GBSD across different contexts as a design source to develop game-based curriculum. Over the course of 12 months, the authors conducted one focus group interview and three design workshops with participating teachers and master teachers. Between the workshops, the team rapidly iterated the framework, as well as curricular materials, in collaboration with the teachers.

The authors developed a curriculum unit that integrates systems dynamics visualization tools and a video game for middle school life science ecosystem curriculum. The unit was implemented by the three teachers who participated in the co-design. The implementations confirmed the flexibility of the unit because teachers created additional instructional materials that supplemented the GBSD protocol and addressed the unique limitations and needs of their classrooms.

GBSD builds on system dynamics, which is a distinct academic discipline and methodology, and it uses its visualization tools, which are not widely used in the systems thinking educational literature. GBSD is also unique, in that it applies these tools within the debriefing activities developed for an off-the-shelf educational game. This paper illustrates how a design framework can be used to support teachers’ thoughtful integration of games in curriculum development.

Personnel who work in emergency medical services (EMS) face work environments which are high stress. These can lead to burnout, secondary traumatic stress (STS), and a reduction of compassion satisfaction (CS). However, very little is known about what individual and work factors influence these negative coping mechanisms in EMS personnel. It is also unknown how perceived organizational and coworker support, debriefing methods, or individual characteristics are associated with the aforementioned coping mechanisms in EMS personnel. The paper aims to discuss these issues.

A cross-sectional administration of surveys to Florida EMS personnel was done. A total of 351 individuals who regularly performed EMS tasks completed the survey. Three regression analyses were carried out, utilizing the three ProQOL 5 subscales as the dependent variables. The Perceived Coworker Support survey, Survey of Perceived Organizational Support, the Brief Resilience Survey and questions regarding debriefing practices were included.

Both organizational support and psychological resilience were found to be related to higher CS as well as lower burnout and STS. Coworker support was associated with higher CS. Informal debriefing was associated with higher CS and lower burnout. Several individual factors were also statistically significant, specifically education with CS, being a volunteer and race with burnout, and working part time or volunteering with STS.

There are limitations due to the nature of cross-sectional survey design and due to the sample size. The varying circumstances which EMS personnel work also hinders generalizability.

This study displays statistical relationships between factors which EMS agencies could use to increase employee job satisfaction and potentially reduce turnover.

The purpose of this paper is to describe an approach for utilising a critical incident method within the context of an online business simulation game in order to provide an effective framework for reflective learning.

The paper presents a review of pertinent literature to place the critical incident technique within the novel context of simulation gaming. Through presenting a case study of practice, it goes on to describe a blended learning approach that combines online simulation with post-simulation reflection based on the critical incident method. An action research approach is adopted as a framework for reflection on practice.

From a conceptual perspective, there are a number of potential benefits to employing a critical incident approach combined with simulation gaming. The ability of educators to compress time frames and manage the introduction of critical incidents allows students to learn in a way that would not be possible in the real world. Furthermore, carefully designed post-simulation debriefing, structured around a critical incident framework, has the potential to enhance the learning impact of online simulation.

The research is limited in that a single case study context is described. Further evaluation research is required to fully assess the benefits of the approach adopted.

The study explores the use of the critical incident approach within the novel context of online simulation gaming. It provides educators with a blended learning method that can be employed to enhance the impact of e-learning through structured reflection.

The focus of the present study was on police officers reactions to and memories of a manhunt after a shooting incident. Emotional impact and memories of these events are discussed in relation to time elapsed, support from co‐workers, supervisors and professional debriefing.

A total of 11 police officers responding to a mass shooting carried out by a young offender resulting in seven dead civilians were asked to describe the event ten months after the event, five years after the event, and again nine years after the event.

All police officers reported having vivid memories of the mass shooting incident, and visual and auditory memories of the event were best retained, although a decline was observed nine years after the incident. Regarding working through the traumatic experience, the police officers had not been offered professional help in connection with the mass shooting incident.

Owing to the fact that police officers in the present study answered the survey anonymously, it was not possible to work out repeated measures statistics for these memories over time.

Knowing that the psychological distress due to exposure to a traumatic event may be long lasting, it is crucial that police organizations consider time as an important factor in working through these experiences.

Research on emotion and memory is highly relevant to the work of police officers and to the legal system.

The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region.

A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality.

The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy.

The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation.

Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa.

The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.