As simulation is increasingly being used to support student learning, there may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in the campus simulation setting for some interval of time, and then another faculty member may teach those same students in the clinical setting, all as part of a single rotation. Evaluation of student performance in each setting is critical. Students' strengths and areas for improvement must be clearly articulated in a timely manner, between the faculty and with students. Often, clinical adjunct faculty members do not have relationships with others working in the course outside the course coordinator. Thus, there is potential for missed communication or handoff between faculty members about a student's progress toward meeting the goals of a clinical practicum. Situation, background, assessment, and recommendation (SBAR) is a well-accepted framework in health care used to organize critical conversations such as change of shift report in the clinical setting. The SBAR handoff can be shared between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum, ensuring clear communication about the opportunities to support student success during the duration of the clinical practicum.