| Sumario: | • Reflection consistently initiated debriefing, followed by instruction, integration, or reception to foster clinical reasoning. • Immediate debriefing in the escape rooms helped bridge simulation activities with practical nursing skills. • Escape rooms require unique debriefing methods to align with their dynamic, collaborative nature. While widely studied in traditional simulations, research on debriefing practices in educational escape rooms remains sparse. This study leverages sequential pattern mining to investigate facilitators' micro-debriefing in the escape rooms on a critical care scenario. About 69 first-semester nursing students were randomly assigned to 32 groups with two to three participants per group. Transcripts of facilitator-student interactions were coded using Dreifuerst's (2009) debriefing framework, expanded with new categories relevant to the escape room context. Sequential pattern mining was applied to identify patterns in the instructors' debriefing sequences. Demonstration (26.3%), reflection (21.6%), and prompting (20.1%) were the most frequent debriefing strategies, while emotion and assimilation were infrequent. Salient sequential patterns included (reflection → integration → prompting), emphasizing knowledge scaffolding and guided decision-making. Educational escape rooms demand adaptive debriefing approaches that blend traditional and game-specific methods. The study findings inform the design of flexible debriefing frameworks to enhance learning outcomes in escape room simulations for nursing education.
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