I am glad that the grading, if it must be done, is based on those items. However, there is research to suggest that many of our younger age students are not developomentally able, no matter what we do, to really "reflect deeply." We also recognize those students as the ones who do the assignment, but one can tell when reading it that there is no real or deep understanding of the content or the goal of said assignment. That deeper more mature understanding may come later but for some, it may never come. With your other additions to the grading rubric, I do not think a student would be penalized too badly for this missing depth of understanding.
I would hope that those who "grade' have all been formally educated in some standardized fashion in debriefing and simulation education. And that there has been norming for inter-rater reliability. Or that one faculty member grades EVERYONE, so they see the full gamut of behaviors exhibited in a scenario.
I am sure the students understand when a scenario is formative and not graded and when there is a formal summative assessment going on?