Appendix C: Glossary
Briefing: A process typically held immediately prior to the simulation-based experience where the facilitator conducts a structured orientation to the pending simulation-based experience, including establishing learning objectives, psychological safety, and orientation to scenario, resources, and environment (INACSL, 2021).
Cues: Facilitation involves physiological, environmental, and verbal cues that help participants interpret the simulated reality. Cues move the participant forward to optimize learning outcomes (INACSL, 2021).
Debriefing Process: All simulation-based educational (SBE) activities must include a planned debriefing process. This debriefing process may include any of the activities of feedback, debriefing, and/or guided reflection (INACSL, 2021).
Embedded Simulation Participant (also known as Standardized Participant, Standardized Patient, Scenario Guide, Scenario Role-Player, or Actor): A role assigned in a simulation encounter to help guide the scenario. The guidance may be positive, negative, or neutral, or as a distractor, depending on the objectives, the level of the participants, and the scenario (INACSL, Molloy et al., 2021).
Facilitator: The provider of assistance and guidance to achieve a learning outcome through the appropriate simulation set-up, briefing, implementation of a scenario, and debriefing of the experience (Jefferies, 2021).
Feedback: Information transferred between participants, facilitators, simulators, or peers with the intention of improving the understanding of concepts or aspects of performance (INACSL, 2013).
Formative Evaluation: foster development and assist in the progression toward achieving objectives or outcomes. Formative assessment promotes personal and professional development and helps participants progress toward achieving objectives (McMahon et al., 2021).
Guided Reflection: The process encouraged by the instructor during debriefing that reinforces the critical aspects of the experience and encourages insightful learning, allowing the participant to link theory with practice and research (INACSL, 2013).
High-stakes Evaluation: High-stakes evaluation focuses on an assessment with significant implications or consequences landing on the result or outcome, such as grades or progression (McMahon, et al., 2021).
Observer: A learner role that is external to the simulation. For example, the learner will be watching but not participating in the simulation, either within the simulation area or from an area removed from the simulation (O’Regan et al., 2016).
Participant (also known as Learner): One who engages in a simulation-based activity for the purpose of gaining or demonstrating mastery of knowledge, skills, and attitude of a professional practice (INACSL, Molloy et al., 2021).
Prebriefing: A process encompassing providing deliberately designed information to learners prior to the simulation-based experience. The goal of prebriefing is to prepare the learners to meet scenario objectives, establish psychological safety, and orient to the simulation process (INACSL, 2021).
Pre-Simulation Preparation: Providing learners with deliberately designed preparatory materials to ensure that they are adequately prepared for the simulation-based experience in advance of the simulation (INACSL, 2021).
Psychological Safety: A feeling or climate whereby the learner can feel valued and comfortable yet still speak up and take risks without fear of retribution, embarrassment, judgment, or consequences either to themselves or others, thereby promoting learning and innovation (Turner & Harder, 2018).
Simulation Fiction Contract: The implicit or explicit agreement among participants and facilitator(s) about how the participant is expected to interact with the simulated situation and how the facilitator(s) will treat that interaction (INACSL, 2021).
Standardized Patient (SP): All human role players within simulation-based education (SBE) who have been correctly trained for the consistent portrayal of a role (Cowperwaith, 2020).
Summative Evaluation: an evaluation that focuses on measuring outcomes or achieving objectives discretely, for example, at the end of a program of study (McMahon, et al., 2021).
