CHSE
CHSE – CERTIFIED HEALTHCARE SIMULATION EDUCATOR | EXAM
QUESTIONS AND CORRECT ANSWERS | VERIFIED HEALTHCARE
SIMULATION EDUCATION 2026/2027
CERTIFIED HEALTHCARE SIMULATION EDUCATOR (CHSE)
1. A simulation educator learns that a colleague has been sharing
confidential scenario content with learners before a high-stakes
assessment. What is the most appropriate first action?
A. Ignore it because the learners will benefit from extra preparation
B. Address the concern directly with the colleague and report it through
the program's established policy
C. Cancel all future assessments immediately
D. Post a warning on the program's social media page
ANSWER : B. Address the concern directly with the colleague and
report it through the program's established policy
Integrity of assessment content is a professional obligation; concerns are
handled directly and through formal program channels.
Page 1 of 62
, CHSE
2. Which statement best describes the purpose of a fiction contract in
simulation?
A. It replaces the need for a prebriefing
B. It guarantees that every scenario detail will be physically realistic
C. It legally binds learners to keep their scores private
D. It establishes a shared agreement that participants will engage as if the
scenario were real while the faculty commit to a fair and realistic
experience
ANSWER : D. It establishes a shared agreement that participants will
engage as if the scenario were real while the faculty commit to a fair
and realistic experience
The fiction contract is a mutual agreement that supports engagement and
psychological safety; it is part of prebriefing, not a substitute for it.
3. A learner becomes visibly distressed during a scenario involving a
pediatric death. What should the educator do first?
A. Remove the learner from the program
B. Continue the scenario so the learner can build resilience
C. Pause the scenario and attend to the learner's emotional wellbeing
D. Document the event and address it at the end of the semester
ANSWER : C. Pause the scenario and attend to the learner's
emotional wellbeing
Learner wellbeing takes priority; pausing allows the educator to provide
support and maintain psychological safety.
4. Which of the following best represents professional development for
a simulation educator?
A. Limiting involvement to running the manikin software
B. Relying only on clinical expertise gained before teaching
C. Seeking regular peer feedback on debriefing and engaging in continuing
simulation education
D. Repeating the same scenarios each year without change
ANSWER : C. Seeking regular peer feedback on debriefing and
engaging in continuing simulation education
Ongoing reflective practice, peer review, and continuing education keep a
simulation educator's skills current.
Page 2 of 62
, CHSE
5. The phrase 'basic assumption' in simulation-based education refers
to the belief that participants are:
A. Unprepared and in need of correction
B. Unable to transfer skills to clinical practice
C. Intelligent, capable, care about doing their best, and want to improve
D. Primarily motivated by grades
ANSWER : C. Intelligent, capable, care about doing their best, and
want to improve
This assumption frames debriefing as a respectful exploration of
performance rather than a search for blame.
6. A simulation program wants to video record sessions for debriefing.
Which practice is most important ethically?
A. Keep recordings indefinitely in case they are needed
B. Record all sessions without telling learners to preserve realism
C. Obtain informed consent and define who can access recordings and
how long they are kept
D. Share recordings publicly to promote the program
ANSWER : C. Obtain informed consent and define who can access
recordings and how long they are kept
Consent, access control, and retention rules protect learner confidentiality
and trust.
7. Which action best demonstrates respect for diversity, equity, and
inclusion in scenario design?
A. Using the same patient demographic in every case to keep things
simple
B. Assigning culturally specific roles based on learners' own backgrounds
C. Representing patients and team members from varied backgrounds
without relying on stereotypes
D. Avoiding any mention of culture or social factors
ANSWER : C. Representing patients and team members from varied
backgrounds without relying on stereotypes
Inclusive design reflects real populations while avoiding stereotypes that
may harm learners or reinforce bias.
Page 3 of 62
, CHSE
8. A standardized patient reports feeling uncomfortable with a
learner's behavior during an encounter. The educator should:
A. Ask the SP to stay in role regardless
B. Remove the SP from future scheduling
C. Tell the SP that discomfort is part of the job
D. Stop the encounter if needed, support the SP, and follow the program's
policy for addressing the learner's conduct
ANSWER : D. Stop the encounter if needed, support the SP, and
follow the program's policy for addressing the learner's conduct
Standardized patients have the right to a safe working environment, and
programs should have policies to protect them.
9. When a simulation educator is also the learners' clinical supervisor,
which issue is most important to manage?
A. A potential conflict between formative learning and evaluative
judgment
B. The need to shorten debriefing
C. The need to avoid all feedback
D. The need to use more expensive equipment
ANSWER : A. A potential conflict between formative learning and
evaluative judgment
Dual roles can blur the line between safe practice and assessment;
educators should be transparent about how simulation performance is
used.
10. Which term describes a simulation educator's responsibility to
protect learners from harm, embarrassment, or judgment that
interferes with learning?
A. Summative evaluation
B. Scenario validity
C. Psychological safety
D. Physical fidelity
ANSWER : C. Psychological safety
Psychological safety allows learners to take interpersonal risks, make
mistakes, and reflect openly.
Page 4 of 62
CHSE – CERTIFIED HEALTHCARE SIMULATION EDUCATOR | EXAM
QUESTIONS AND CORRECT ANSWERS | VERIFIED HEALTHCARE
SIMULATION EDUCATION 2026/2027
CERTIFIED HEALTHCARE SIMULATION EDUCATOR (CHSE)
1. A simulation educator learns that a colleague has been sharing
confidential scenario content with learners before a high-stakes
assessment. What is the most appropriate first action?
A. Ignore it because the learners will benefit from extra preparation
B. Address the concern directly with the colleague and report it through
the program's established policy
C. Cancel all future assessments immediately
D. Post a warning on the program's social media page
ANSWER : B. Address the concern directly with the colleague and
report it through the program's established policy
Integrity of assessment content is a professional obligation; concerns are
handled directly and through formal program channels.
Page 1 of 62
, CHSE
2. Which statement best describes the purpose of a fiction contract in
simulation?
A. It replaces the need for a prebriefing
B. It guarantees that every scenario detail will be physically realistic
C. It legally binds learners to keep their scores private
D. It establishes a shared agreement that participants will engage as if the
scenario were real while the faculty commit to a fair and realistic
experience
ANSWER : D. It establishes a shared agreement that participants will
engage as if the scenario were real while the faculty commit to a fair
and realistic experience
The fiction contract is a mutual agreement that supports engagement and
psychological safety; it is part of prebriefing, not a substitute for it.
3. A learner becomes visibly distressed during a scenario involving a
pediatric death. What should the educator do first?
A. Remove the learner from the program
B. Continue the scenario so the learner can build resilience
C. Pause the scenario and attend to the learner's emotional wellbeing
D. Document the event and address it at the end of the semester
ANSWER : C. Pause the scenario and attend to the learner's
emotional wellbeing
Learner wellbeing takes priority; pausing allows the educator to provide
support and maintain psychological safety.
4. Which of the following best represents professional development for
a simulation educator?
A. Limiting involvement to running the manikin software
B. Relying only on clinical expertise gained before teaching
C. Seeking regular peer feedback on debriefing and engaging in continuing
simulation education
D. Repeating the same scenarios each year without change
ANSWER : C. Seeking regular peer feedback on debriefing and
engaging in continuing simulation education
Ongoing reflective practice, peer review, and continuing education keep a
simulation educator's skills current.
Page 2 of 62
, CHSE
5. The phrase 'basic assumption' in simulation-based education refers
to the belief that participants are:
A. Unprepared and in need of correction
B. Unable to transfer skills to clinical practice
C. Intelligent, capable, care about doing their best, and want to improve
D. Primarily motivated by grades
ANSWER : C. Intelligent, capable, care about doing their best, and
want to improve
This assumption frames debriefing as a respectful exploration of
performance rather than a search for blame.
6. A simulation program wants to video record sessions for debriefing.
Which practice is most important ethically?
A. Keep recordings indefinitely in case they are needed
B. Record all sessions without telling learners to preserve realism
C. Obtain informed consent and define who can access recordings and
how long they are kept
D. Share recordings publicly to promote the program
ANSWER : C. Obtain informed consent and define who can access
recordings and how long they are kept
Consent, access control, and retention rules protect learner confidentiality
and trust.
7. Which action best demonstrates respect for diversity, equity, and
inclusion in scenario design?
A. Using the same patient demographic in every case to keep things
simple
B. Assigning culturally specific roles based on learners' own backgrounds
C. Representing patients and team members from varied backgrounds
without relying on stereotypes
D. Avoiding any mention of culture or social factors
ANSWER : C. Representing patients and team members from varied
backgrounds without relying on stereotypes
Inclusive design reflects real populations while avoiding stereotypes that
may harm learners or reinforce bias.
Page 3 of 62
, CHSE
8. A standardized patient reports feeling uncomfortable with a
learner's behavior during an encounter. The educator should:
A. Ask the SP to stay in role regardless
B. Remove the SP from future scheduling
C. Tell the SP that discomfort is part of the job
D. Stop the encounter if needed, support the SP, and follow the program's
policy for addressing the learner's conduct
ANSWER : D. Stop the encounter if needed, support the SP, and
follow the program's policy for addressing the learner's conduct
Standardized patients have the right to a safe working environment, and
programs should have policies to protect them.
9. When a simulation educator is also the learners' clinical supervisor,
which issue is most important to manage?
A. A potential conflict between formative learning and evaluative
judgment
B. The need to shorten debriefing
C. The need to avoid all feedback
D. The need to use more expensive equipment
ANSWER : A. A potential conflict between formative learning and
evaluative judgment
Dual roles can blur the line between safe practice and assessment;
educators should be transparent about how simulation performance is
used.
10. Which term describes a simulation educator's responsibility to
protect learners from harm, embarrassment, or judgment that
interferes with learning?
A. Summative evaluation
B. Scenario validity
C. Psychological safety
D. Physical fidelity
ANSWER : C. Psychological safety
Psychological safety allows learners to take interpersonal risks, make
mistakes, and reflect openly.
Page 4 of 62
