SESS the effects that the hazards have on you, the patients, procedures, and the environment. Ask yourself if you have the knowledge, training and tools to do the task safely. MANAGE If you feel unsafe stop working. Tell your seniors and workmates. Tell your seniors what actions you think are necessary to make the situation safe. The scenario was recorded and the students were debriefed in a small group with audio/visual feedback. The debrief provides a safe environment for the candidate to reflect, understand, ask questions and learn. The debrief also facilitates learning amongst the remaining members of the group who were not physically present in the simulation room. Hertels & Mills (2002) describe three elements of effective debrief 1 Acknowledgement of participant’s emotions. 2 Discussions of the role that participant held during the simulation. 3 A summary reviewing the simulation in terms of learning objectives and explorations of how the knowledge and skill demands from simulation exercise can be applied to future simulation It is very important to ensure that the feedback provided should be in line with the overall learning outcomes of the programme, teaching session or clinical activity in which the learner is engaged (web cite). Giving feedback is an important part of experiential learning and as described by Kolb (1984) – learning happens in a circular fashion, that learning is experiential (learning by doing), and that ideas are formed and modified through experiences. These ideas underpin the idea of the ‘reflective practitioner’ and the shift from ‘novice to expert’ which occurs as part of professional development. The learning cycle requires four kinds of abilities or learning contexts: • concrete experience – learners are enabled and encouraged to become involved in new experiences • reflective observation – gives learners time to reflect on their learning • abstract conceptualization – learners must be able to form and>