Fiction contracts help the learner immerse themselves into the simulation. A fiction contract is a commitment on the part of the learner to suspend disbelief and actively participate in the learning process. Facilitators enter into this contract by creating an appropriate level of realism provided to the learner.
All efforts are made to provide an immersive clinical exercise. This may include the use of standardized participants (SPs), simulators, equipment, and realistic scenarios. However, elements of the space, equipment, and scenarios may limit realism.
Therefore, participants are asked to suspend disbelief, understanding these limitations may exist, while committing to active participation.
Participating in simulation-based experiences (SBEs) can look different based on various roles and modalities. Some of these roles include active participants, documenters, and observers. SBEs can be done in-person and online, both asynchronous and synchronous. SBEs are conducted to support student knowledge and expand clinical learning in a safe and confidential environment.
Confidentiality in this learning modality (online) includes maintaining privacy, minimizing disruption and distractions, and keeping the content confidential.
Limiting discussions to organized groups or debriefing sessions will keep the content confidential for all users.
Any thoughts or questions will be kept confidential in the learning environment and only involve instructors directly working with students during this activity.
Mutual confidentiality builds trust to enhance learning outcomes.
Psychological Safety and Sensitive Content:
Psychological safety is required for effective team interactions, sharing thoughts and feelings, and effective debriefing. Facilitators are committed to providing and maintaining a safe learning environment before, during, and after a simulation-based experience (SBE). Simulation is designed to improve patient safety in clinical practice as it provides guidance and supervision by facilitators. Debriefing improves knowledge and skills for future patient encounters and contributes to psychological safety.
High psychological safety is present when learners feel well-informed, safe to speak their minds free of ridicule, judgement, or embarrassment and when there is mutual respect and trust among team members.
Facilitators will provide a comprehensive and in-depth pre-brief with explicit expectations, role clarification, learning objectives, and emotional support. Facilitators will uphold confidentiality, and learners will be free to take risks, make mistakes, and try out new ideas or strategies.