Clinical simulation practise framework

Abstract

In this article a new framework called 'Clinical simulation practise framework: A knowledge to action strategy in health professional education' is being introduced that aims to assist educators and curriculum developers in designing and managing their simulations. This CSP framework theorises that simulation as an experiential educational tool could improve students' competence, confidence and collaboration in performing professional practice in real settings if the CSP provides the following three dimensions: (1) a safe, positive, reflective and fun simulated learning environment; (2) challenging, but realistic, and integrated simulated scenarios; and (3) interactive, inclusive, interprofessional patient-centred simulated practise.

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

“…This effort was guided by some of the key frameworks and associated standards in the simulation industry ( INACSL Standards Committee, 2016a , INACSL Standards Committee, 2016b , INACSL Standards Committee, 2016c , INACSL Standards Committee, 2016d ). For example, the clinical simulation practise (CSP) framework specifically addresses changes in the patient population, professional regulations and clinical environments ( Khalili, 2015 ), while others, such as the Society for Simulation in Healthcare (SSH), focus broadly on four main purposes: education, assessment, research, and health system integration in facilitating patient safety ( INACSL & SSH, 2020 ). Each of these purposes may be met by some combination of role play, low and high tech tools, and a variety of settings from tabletop sessions to a realistic full mission environment.…”

La voluntad anticipada, tutores y directrices avanzadas: caso de simulación clínica

“…Éste permite a los profesores y alumnos reexaminar la experiencia del caso simulado, compartir su modelo mental y fomentar el razonamiento detrás de su juicio clínico. 14 En vez de un interrogatorio unidireccional, recomen-damos que el facilitador cree un espacio seguro en el cual los participantes puedan compartir opiniones y discutan sus ideas y puntos de vista abiertamente creando una excelente oportunidad para reflexionar y formular ideas concretas, así como trazar modos de actuación acorde con los estándares éticos. El amplio desarrollo en el campo de la simulación clínica a nivel mundial ha posibilitado la creación de múltiples herramientas para el debriefing.…”

Review of the Clinical Decision-Making Skills in Undergraduate Nursing Students

“…[35] Decision making skill is necessary to provide holistic care to their patients. [36] Decisionmaking is a non-technical skill which is a fundamental requirement for health professional graduates to ensure secure and proficient practice in the clinical setting. [37] Thus, clinical decision-making is an intricate endeavor that is serious to patient safety.…”