A large body of research using simulation in healthcare has focused on simulation itself as an object of research. However, simulation can also be used in research on human or system performance. It can be used to investigate the effects of performance shaping factors that would otherwise be difficult to study in the actual clinical setting due to practical constraints or ethical concerns. In this monograph, we illustrate various ways in which simulation has been used to study performance shaping factors. We also discuss possible directions for future research as well as methodological considerations for researchers engaging in this approach to study performance shaping factors.

Background: Correctly leveling simulation scenarios for health professional students has posed a challenge for simulation educators teaching teamwork and communication skills. In addition, licensed health professionals may come to simulation-based scenarios with a predisposed hierarchy, preventing them from effectively learning the importance of teamwork and communication. Method: Using a simulation center environment for an escape room scenario allows educators to teach about teamwork and communication concepts via “edutain ment” (i.e., educational entertainment). Results: Employing escape room-type learning activities is an effective method to expose learners to teamwork and communication concepts without requiring them to use clinical knowledge and can teach teamwork and communication concepts in a unique and exciting way. Conclusion: Escape room scenarios are a novel way to teach interprofessional health students about teamwork and communication. This article describes how a simulation center planned, implemented, and evaluated an escape room scenario with a group of learners. [ J Nurs Educ. 2019;58(8):474–480.]

Rapid Cycle Deliberate Practice (RCDP) is an innovative concept used to teach a sequence of predetermined skills to learners in a short period of time. When implemented correctly, learners build on their actions (deliberate practice) repeatedly, over a short period of time (rapid cycle). Incorporating RCDP into a nursing mandatory education program has improved both the satisfaction of the staff attending a mandatory education day and improved their response to patients in cardiac arrest.

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Background. Healthcare simulations are used at most academic facilities to improve knowledge and performance on critical and key concepts and can also be used to enhance competency and teamwork. Group simulation scenarios often have individual team leaders, but these scenarios require a team to work together to efficiently care for the patient. Escape rooms can be utilized in healthcare as a fun educational activity to encourage teams to work together and think creatively to solve puzzles and challenges. One advantage of this type of activity in a healthcare setting is to dissolve any hierarchy amongst the team and build the confidence of novice or more passive participants. Escape rooms in a healthcare setting do not have to be medically themed to be effective, and rooms can be set up with minimal equipment. Aim. This article addresses the detailed steps required to set up a healthcare themed escape room that has been shown to work well. It is applicable to healthcare professionals and can be adapted for non-healthcare workers. Method. Based on the Escape Room video games and social activity phenomenon, teams compete to solve content-specific challenges to attain pieces of the final puzzle set forth by the instructors. Traditional quiz-type exercises, pictograms, and procedural based activities comprise the puzzles of the game. The first team to obtain all pieces of the final clue and put them together in the correct order in the shortest amount of time is deemed the winner. Gameplay is designed to conclude in approximately 20 minutes. Results and Conclusion. This game mimics interdisciplinary teamwork environments. Participating in interactive collaborative learning environments enhances the overall learning experience, allowing learners to apply knowledge.

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During a 1-year hospital-based residency, dental residents are required to rotate through many departments including surgery, medicine, and emergency medicine. It became apparent that there was a gap between clinical skills knowledge taught in dental school curriculum and skills required for hospital-based patient care. In response, a simulation-based intensive clinical skill “boot camp” was created. The boot camp provided an intensive, interactive 3-day session for the dental residents. During the 3 days, residents were introduced to medical knowledge and skills that were necessary for their inpatient hospital rotations but were lacking in traditional dental school curriculum. Effectiveness of the boot camp was assessed in terms of knowledge base and comfort through presession and postsession surveys. According to resident feedback, this intensive introduction for the dental residents improved their readiness for their inpatient hospital-based residency.

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