There's No Such Thing as “Nonjudgmental” Debriefing: A Theory and Method for Debriefing with Good Judgment

By J. Rudolph, R. Simon, Ronald L. Dufresne, D. Raemer. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 2006

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Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing (2014, background): “For example, instructors could convey that mistakes are puzzles that will reveal valuable information about learners’ meaning-making process rather than a crime to be covered up or punished.(4,62)”
Debriefing: The Most Important Component in Simulation? (2011, methodology): “Many recommend a nonjudgmental and nonthreatening yet reflective style of debriefing (Billings, Jeffries, & Kammer, 1990; Decker, 2007; Dreifuerst, 2009; Rudolph et al., 2006), which was used in this study.”
Promoting Excellence and Reflective Learning in Simulation (PEARLS): Development and Rationale for a Blended Approach to Health Care Simulation Debriefing (2015, neutral): “For example, when using advocacy-inquiry, educators seek to uncover learners’ rationale for action or mental models by stating a concrete observation and sharing their point of view or judgment about it before inquiring about the learners’ perspective.(4,41) Similarly, exploring alternatives and the”
Simulation in healthcare education: A best evidence practical guide. AMEE Guide No. 82 (2013, methodology): “Post-event debriefing: Multiple debriefing models have been described in the literature (Thatcher & Robinson 1985; Petranek 2000; Gaba 2001; Owen & Follows 2006; Rudolph et al. 2006; Edelson 2009).”