Simulation debriefing requires navigating dynamic interpersonal interactions, shifting roles, and emotionally charged learning environments. This paper frames debriefing as a complex adaptive system and examines how facilitators can apply emotional intelligence competencies to respond adaptively to uncertainty, competing agendas, and emergent challenges. By integrating systems thinking with the 4 domains of emotional intelligence, the paper offers applied strategies to support facilitator responsiveness, relational sensitivity, and adaptive learning during debriefing. This integrated perspective extends existing debriefing approaches by emphasizing real-time emotionally intelligent and relational decision-making as central to simulation-based education.
Epp et al. (Thu,) studied this question.