Debriefing is an essential component of simulation in nursing and allows students to reflect on what was learned and consider alternatives. The reflection is reported to have a positive effect on student learning and is a key element in facilitating the theory-to-practice transition. Although there are a number of debriefing frameworks available, none are based on Kim's Critical Reflective Inquiry (CRI) Model.1 The CRI Model has 3 phases: descriptive, reflective, and critical, with questions in each phase to guide in the reflective process by exploring knowledge, beliefs, and attitudes. In the descriptive phase, the students are asked to talk about what happened during the simulation. The students are further prodded to consider what they expected would occur with the scenario and how the scenario deviated from their expectations and to consider key assessments and interventions that occurred during the simulation. In the reflective phase, students consider how they felt and what contributed to decisions made during the simulation, what the group (and individuals) did well, and what did not go as well as anticipated. Students are also asked to reflect on how the simulation scenario stimulated their critical thinking. During this phase, students develop a self-awareness of knowledge gaps and beliefs that guided their decision making. In the critical phase, students reflect on insights gained that would be applicable to practice including areas for improvement. Supplemental Digital Content, http://links.lww.com/NE/A758 provides sample questions for each phase. Together, these guided debriefing questions facilitate a logical methodological approach to enhancing critical thinking following a simulation.

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