Sight beyond sight: A conceptual exploration of the ‘Gaze’ in facilitating simulations

Background: This article connects disparate components in simulation. The central component is that facilitators manage simulations as learning contexts. The second concerns a perception of simulations as safe containers, implying the existence of impermeable barriers between simulation and dangers of reality. However, when stepping into the facilitation space, facilitators encounter a third component—the gaze. A concept from critical theory and psychoanalysis, this refers to acts of seeing and being seen, of/by themselves and others, and can engender heightened awareness as facilitators see themselves from the focal point of multiple lens, and within a container that may not be so impermeable. Aim: To increase understanding of simulation skills and development options for facilitators, we explore these components using: a) novice to expert progression; b) power relationships; and c) the body memory as key factors which may influence the intensity and direction of awareness. Method: A narrative-based analysis of literature examines instances where awareness of self, and/or others influences how facilitators operate within simulations. Results: Aware that simulations create uncertainties, facilitators may experience greater anxiety than those managing non-facilitation settings. They must navigate participants through emergent conditions wherein the unexpected can conspire to render safe containers permeable, and alter participants’ expectations. Increased understanding of the impact of gaze may enable facilitators to respond flexibly to unanticipated developments. Conclusions: Understanding the impacts of the gaze within and beyond a simulation may enable facilitators to prepare internally—and perform externally. A conceptual framework is developed to assist facilitators reflect and identify applications.