Designing a simulation center: an experiential guide

Abstract

Purpose Health-care simulation has evolved rapidly in the past few decades; it has become an integral component of education and training to improve the efficacy of both individuals and teams. Designing an optimal simulation-based learning space is a multitiered and multidisciplinary process involving architects, engineers and simulation educators. The purpose of this paper is to present the experience of designing a simulation center for a tertiary academic hospital. Design/methodology/approach The study is based on an in-depth analysis of the final structural blueprint of the center and qualitative thematic analysis of semi-structured interviews with persons involved in the design process Findings Thematic analysis led to three thematic categories, namely, organization of space, equipment and administrative and staff requirements. Research limitations/implications The paper describes the experience of designing one center within an academic tertiary setting. This experience may lack external validity and generalizability. Moreover, the operationality and functionality of the center have not been studied yet. Finally, the interviewees were interviewed post-design, which may pose as recall bias. Practical implications For future simulationists or educators attempting to undertake a simulation center design, this paper will help guide them to anticipate the needed human and technical resources and potential challenges. Originality/value The study offers recommendations meant to guide others attempting to design a simulation center within an academic institution.

The Effect of Using Simulation-based Learning on Nursing Performances of Early Postpartum Hemorrhage in Nursing Students

“…Several studies illustrated the success rate of learning performances on the simulated scenario was associated with the high level of selfconfidence, that related with high self-efficacy in term of knowledge and practical skills in nursing care including the critical thinking, problem solving, and decision making. The benefits of simulated based learing supported the learners to increase collaboration with orthers, positive observation, debriefing, and self-reflective thinking (Rothgeb, 2008;Khemmani, 2014;Dleikan, Lakissian, Hani, & Sharar-Chami, 2020).…”

“…The simulation program: stimulated scenario about early postpartum hemorrhage was designed and developed by the researcher team. The scenario was conducted based on the content of nursing care during delivery and women with early postpartum hemorrhage; interactive learning; and simulation program development between behaviors, environment, and personal factors as follows: 1) a specific objective, 2) level of fidelity, 3) problem solving, 4) student support, and 5) reflective thinking (Rothgeb, 2008;Dleikan, Lakissian, Hani, & Sharar-Chami, 2020). The content of early postpartum hemorrhage scenario consists of the definition, etiology, risk factors, signa and symptoms, treatment, holistic nursing care, and continuous care.…”

“…The participants also showed their experiences that they enhance the skills in assessment, psychomotor activity, critical thinking, problem solving, decision making, collaboration with team, and team communication. The simulationbased learning can be accessed anytime based on individual schedules and requirement until they gained their self-confidence and self-reflection in the simulation laboratory as the safety environment before nursing care practice in the real situation (Khammani, 2014;Sinthuchai & Ubolwan, 2017;Dleikan, Lakissian, Hani, & Sharar-Chami, 2020). It will be useful for them to get better understanding their SWOT: Strengths, Weaknesses, Opportunities, and Threats.…”

“…Therefore, in the future, this simulation program will be tested the effectiveness and learning achievement in other groups of healthcare students. It also helpful for a nursing instructor to plan the research and development the simulation-based learning for integration within the theoretical and practical section in nursing education and after graduation that help to improve the learner's knowledge, attitude, practical skills, core nursing competencies and self-practice (Rothgeb, 2008;Khammani, 2014;Dleikan, Lakissian, Hani, & Sharar-Chami, 2020). This study will be use as a good strategy and evidence to develop the simulation-based learning for attachment and engagement the learners.…”

Distinguishing the Dimensions of Learning Spaces: A Systematic Literature Review

“…Furniture that facilitates the interactions between actors, tools, and the environment is preferred. At the same time, the quality of the air, luminous colour, and light can help develop a favourable and stimulating learning space (Dleikan et al, 2020;Jens and Gregg, 2022).…”