--- title: "For clinical educators: standards, debriefs, your sim centre" description: "For clinical educators and simulation leads: NSQHS and US Joint Commission training wording, what a debrief contains, and how practice fits your sim centre." canonical: https://peopletechrevolution.com/training/for-clinical-educators-and-simulation-leads --- [Training programs](https://peopletechrevolution.com/training) / For clinical educators & simulation leads # For clinical educators and simulation leads: where practice fits the standards and your simulation centre The standards wording, who runs the debrief, and how a scenario grows from an incident report. Your questions ## Which standards does this help us meet? The regulator names processes and competence, then asks who practised. A charge nurse briefs colleagues at the station. Clinical colleagues face each other in a corridor. A nurse tries the headset in a corridor. A clinician updates a family in the corridor. ### Australia: NSQHS Actions 1.20 and 5.34 [Action 1.20](https://www.safetyandquality.gov.au/standards/nsqhs-standards/clinical-governance-standard) asks a health service to “Implement a mandatory training program” and to “Monitor the workforce’s participation in training”. [Action 5.34](https://www.safetyandquality.gov.au/standards/nsqhs-standards/comprehensive-care-standard) asks for processes to “Implement de-escalation strategies”. The assessor’s question under Action 5.36: “How does the health service organisation ensure that the workforce is competent in implementing de-escalation strategies?” A reply panel beside a waiting patient. ### Actions 5.33 and 5.35: triggers and restraint Action 5.33 asks for processes “to identify and mitigate situations that may precipitate aggression”; Action 5.35, to “Ensure that members of the workforce who implement restraint are trained to do so safely”. A scenario written from a real trigger, then debriefed, is a process an assessor can see. [Restrictive practices training requirements](https://peopletechrevolution.com/insights/restrictive-practices-training-requirements). Observers watch a participant rehearse in the headset. ### United States: the Joint Commission and OSHA For accredited home care, the Joint Commission’s [R3 Report Issue 45](https://digitalassets.jointcommission.org/api/public/content/68a29e1ff3304fb892a5b9257e7097ad?v=76b54581) asks for “Training in de-escalation, nonphysical intervention skills, physical intervention techniques, and response to emergency incidents”, “at time of hire, annually, and whenever changes occur regarding the workplace violence prevention program”; similar hospital requirements took effect in 2022 ([the hospital requirement](https://peopletechrevolution.com/learn/standards/joint-commission-workplace-violence)). [OSHA 3148](https://www.osha.gov/sites/default/files/publications/osha3148.pdf): “Effective training programs should involve role-playing, simulations and drills.” - [NSQHS Action 1.20 explained](https://peopletechrevolution.com/learn/standards/nsqhs-action-1-20) - [NSQHS Action 5.34 explained](https://peopletechrevolution.com/learn/standards/nsqhs-action-5-34) Your questions ## Who runs the debrief? Your own educators can, once they are prepared to debrief. Running the headset is a separate skill. A participant and facilitator talk after the scenario. ### What INACSL asks of a debrief The [INACSL Debriefing Process standard](https://doi.org/10.1016/j.ecns.2021.08.011): “All simulation-based educational (SBE) activities must include a planned debriefing process.” Its Criterion 2 asks for a facilitator “capable and/or competent in providing appropriate feedback, debriefing, and/or guided reflection”. Mater Education’s facilitators were trained to run the technology; debriefing capability needs its own preparation, [in the format you choose](https://peopletechrevolution.com/training/how-we-deliver). A briefing in the workshop room before practice. ### What a prebrief and a debrief contain [INACSL](https://www.inacsl.org/healthcare-simulation-standards): “Prebriefing ensures that simulation learners are prepared for the educational content and are aware of the ground rules for the simulation-based experience.” - Prebrief: the objectives, the ground rules including confidentiality, orientation to the room and the headset, and who calls a stop. - Debrief: the objectives restated, room for reactions, the reasoning behind each choice in the learner’s words, and what to try next time. - Record: who attended and what was practised, for Action 1.20 monitoring. Your questions ## Does it fit our simulation centre? Standalone headsets, a browser, or a hologram in the lab you already run. A holographic anatomy layer over a simulation manikin. ### In the lab, and in the curriculum [Mixed reality](https://peopletechrevolution.com/xr/mixed-reality) places a patient or family member in your real room, beside the procedural station; [VR Library titles](https://peopletechrevolution.com/xr/ptr-vr-library) run on standalone headsets in a workshop your facilitator leads. For US prelicensure nursing programs, the [NCSBN National Simulation Study](https://www.ncsbn.org/research/recent-research/simulation-study.page), which measured simulation in general, found “up to 50% simulation can be effectively substituted for traditional clinical experience in all prelicensure core nursing courses under conditions comparable to those described in the study”. Australian and New Zealand rules: [university simulation centres](https://peopletechrevolution.com/work/industries/education/university-simulation-centres). A student at an elderly patient’s bedside. ### How a scenario is written from an incident Steps to take with an incident report, before PTR is involved. [Designing a scenario and debrief](https://peopletechrevolution.com/insights/design-de-escalation-scenario-debrief). - The incident, de-identified; the moment it turned; the trigger, in Action 5.33 terms. - The choice point, the responses a clinician might try, and how the simulated patient answers each. - The debrief questions, who leads them, and clinical sign-off before it runs. Where practice fits ## Programs written for these moments [Clinical and patient conversations at the bedside](https://peopletechrevolution.com/training/clinical-and-patient-conversations) [De-escalation: the seconds before it turns](https://peopletechrevolution.com/training/de-escalation) [Speaking up for safety, in the moment](https://peopletechrevolution.com/training/speaking-up-for-safety) [For Directors of Clinical Services](https://peopletechrevolution.com/work/industries/healthcare-medical/directors-of-clinical-services) How it runs ## Run it the way your team already learns. [Run it yourself Your facilitator runs PTR VR Library titles on standalone headsets.](https://peopletechrevolution.com/xr/ptr-vr-library) [In a browser Staff rehearse with an AI partner on a laptop, no headset.](https://peopletechrevolution.com/ai/ai-roleplay-practice) [Facilitated over video A PTR facilitator runs the debrief by video, wherever teams sit.](https://peopletechrevolution.com/training/how-we-deliver) [With your trainer A trainer you already know runs it, licensed and prepared by PTR.](https://peopletechrevolution.com/training/for-trainers) PTR’s published work ## What the published work includes, and does not Conversation programs, each labelled by who measured it. Neither is a measured de-escalation or restraint outcome in a hospital. Inside the Mater build, at a bedside. ### Client evaluation: Mater Education Mater Education ran its speaking-up program in VR across its regional and Brisbane campuses, with more than 60 participants. In Mater’s own [program evaluation](https://peopletechrevolution.com/uploads/docs/people-tech-revolution-mater-immersive-learning-pilot-case-study.pdf), over 96% of participants wanted more training in VR. Mater measured it. [The pilot report](https://peopletechrevolution.com/work/research-evidence/mater-immersive-learning-pilot) and [the case study](https://peopletechrevolution.com/work/case-studies/mater-speaking-with-good-judgement). [Download the Mater case study PDF](https://peopletechrevolution.com/uploads/docs/people-tech-revolution-mater-immersive-learning-pilot-case-study.pdf) A nurse leader speaks with a colleague. ### Published research: Mayo Clinic People Tech Revolution built a DEI module for nurse leaders at Mayo Clinic; Mayo’s researchers evaluated it in the [Journal of Nursing Administration](https://doi.org/10.1097/NNA.0000000000001503). It ran over 4 months, 593 of 1,131 learners returned the evaluation, and they rated the debriefing sessions as effective. Mayo measured it. [The case study](https://peopletechrevolution.com/work/case-studies/mayo-clinic-a-day-in-a-lifetime) and [the research summary](https://peopletechrevolution.com/work/research-evidence/vr-nursing-leaders-mayo-clinic). Planning a program for your simulation centre? [Open the contact form](https://peopletechrevolution.com/training/for-clinical-educators-and-simulation-leads#contact) Ask our CEO Simon Lowe’s Digital Twin a question ## Sources Each standard at its source. ### [Clinical Governance Standard, Action 1.20](https://www.safetyandquality.gov.au/standards/nsqhs-standards/clinical-governance-standard) ACSQHC Mandatory training and monitoring. ### [Comprehensive Care Standard, Actions 5.33 to 5.36](https://www.safetyandquality.gov.au/standards/nsqhs-standards/comprehensive-care-standard) ACSQHC Triggers, de-escalation and restraint. ### [Healthcare Simulation Standards of Best Practice: The Debriefing Process](https://doi.org/10.1016/j.ecns.2021.08.011) INACSL, 2021 A planned debrief in every simulation. ### [Healthcare Simulation Standards of Best Practice](https://www.inacsl.org/healthcare-simulation-standards) INACSL Prebriefing, facilitation and debriefing. ### [National Simulation Study](https://www.ncsbn.org/research/recent-research/simulation-study.page) NCSBN, 2014 US prelicensure simulation, under the study’s conditions. ### [R3 Report Issue 45: workplace violence prevention in home care](https://digitalassets.jointcommission.org/api/public/content/68a29e1ff3304fb892a5b9257e7097ad?v=76b54581) The Joint Commission, 2024 Training content and cadence for home care. ### [Guidelines for Preventing Workplace Violence for Healthcare and Social Service Workers](https://www.osha.gov/sites/default/files/publications/osha3148.pdf) OSHA 3148, 2016 Role-playing, simulations and drills.