2025 Annual Facilitator Survey Kahoot winner announced

Thanks to all who participated in our annual facilitator survey and for engaging with our facilitator Kahoot activity! We want to congratulate Jennifer Pouyadou, R.N., for scoring the most points!
We also want to share the questions and answers from the activity, which serve as important reminders about facilitating simulation with us:
- We hold the basic assumption that everyone who participates in activities at UAB Clinical Simulation is intelligent, capable, wants to do their best and wants to improve.
- Everyone involved in simulation activities is expected to follow the UAB Core Values: Collaborate, Act with Integrity, Respect All & Excel.
- When engaging in simulation, facilitators should orient learners to the space and resources available. This includes embedded participants, trainers/trainer capabilities and manikins/manikin capabilities.
- The prebrief is a critical component of simulation that addresses important topics, such as confidentiality and engaging in the simulated environment. During the prebrief, learners are made aware of the Basic Assumption, Fiction Contract and Safety Phrase.
- The safety phrase utilized in Clinical Simulation spaces is, “This is not a simulation.” When announced, it indicates a real circumstance/situation that is not a planned part of the simulation activity.
- Maintaining psychological safety is extremely important before, during and after simulation. Some strategies for maintaining psychological safety include leading with a thorough prebrief, orienting learners to the space and providing appropriate pre-learning opportunities.
- Measurable objectives drive the simulation-based learning experience.
- Clinical Simulation regularly implements checklists and cognitive aides. These resources are designed to provide clarity and encourage best practice. We also practice closed-loop communication. This strategy includes callouts, check-backs and teach-back.
- Clinical Simulation utilizes three primary strategies for debriefing. They include the following:
- + / Δ - What went well? What would you like to do differently next time?
- Advocacy / Coach - Stating what you noticed and giving the learners your expert opinion in a short constructive statement
- Advocacy / Inquiry – Trying to understand, explore, discuss, and generalize learners’ frames.
- When choosing which debriefing method(s) to implement, facilitators should consider the amount of time available for debriefing, the experience level of the debriefer as well as the learners, and reactions the learners shared during the reactions phase.
- We welcome visitors as observers of simulation experiences. If someone would like to observe a simulation that you are facilitating, please make a request via email to simulation@uabmc.edu prior to the start of the simulation.
- Requests to cancel a simulation experience should be directed to simulation@uabmc.edu.
Simulation Design
- The purpose of simulation experiences facilitated in conjunction with Clinical Simulation is formative assessment. Formative assessment is low stakes learning that allows for feedback and growth during and/or after a learning experience.
- Simulation can be used to support any profession, in addition to clinical roles.
- In-depth reflection and discussion are required to decide whether simulation will best address a gap/opportunity.
- Clinical Simulation adheres to INACSL’s Healthcare Simulation Standards of Best Practice. These standards may be accessed online here: Standards of Best Practice
- When designing a simulation-based learning experience, facilitators should consider standards of best practice, the level and profession of learners and piloting prior to simulation.
- If you are interested in observing, designing, and/or using simulation, the best way to contact UAB Clinical Simulation is to email simulation@uabmc.edu
Thank you for everything that you do to provide positive, meaningful, and high-quality experiences for learners. We look forward to continuing to partner with you in 2026!

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