Healthcare Simulation Standards of Best PracticeTM Professional Development

Hallmark, Beth; Brown, Michelle; Peterson, Dawn Taylor; Fey, Mary K.; Decker, Sharon; Wells-Beede, Elizabeth; Britt, Teresa; Hardie, L; Shum, Cynthia; Arantes, Henrique Pierotti; Charnetski, Matthew; Morse, Catherine J.

doi:10.1016/j.ecns.2021.08.007

Cited by 51 publications

(23 citation statements)

References 11 publications

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“…An important aspect also contributing to reassuring learners and enhancing their self-efficacy is to highlight the good elements of their performance and encourage existing good practices [ 24 ], showing them that educators are genuinely not focusing only on their skills deficiencies and knowledge gaps. This raises the important point that educators need to acquire the required competencies so SBE can be used as an effective educational approach [ 25 , 26 ].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based education: deceiving learners with good intent

Alinier

Oriot

2022

Adv Simul

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The level of performance of every clinician and of the overall multiprofessional team relies on the skills and expertise they have individually and collectively acquired through education, training, self-directed learning, and reflection. Simulation-based education (SBE) is playing an increasingly important role in that respect, and it is sometimes said that it is an art to facilitate. Many explanations can justify this assertion. Although there is generally an emphasis on making everything as realistic or “high-fidelity” as possible, it is often futile and this is where the art of simulation comes into play with an element of modulation of realism linked to the intended learning objectives. The atmosphere created by the educators; how the learners are made to engage and interact; how physical, technical, and contextual elements are simulated or represented; and what type of technology is used need to be appropriately adapted to contribute to the immersiveness of any SBE activity. Although it inevitably carries a negative connotation, some form of “deception” is more commonly used than one may think for the benefit of learners during SBE. High levels of realism are sometimes achieved by making learners believe something works or reacts as would be expected in real life, whereas it is achieved in a totally different manner. Learners do not need to know, see, or understand these “tricks of the trade”, shortcuts, or artistic or technological aspects, and this can be considered a form of benevolent deception. Similarly, information may be withheld to recreate a realistic situation and push learners to demonstrate specific learning outcomes, but it needs to be practised with caution and be justifiable. These forms of “positive” deception are part of most SBE activities and are used to help learners bridge the reality gap so they can suspend disbelief more easily, exercise critical thinking, and treat the simulation more realistically without damaging the trust they place in their educators. This article will discuss how aspects of SBE activities are often manipulated, modified, or hidden from learners to facilitate the learning experience and present a simulation fidelity model encompassing the environmental, patient, semantical, and phenomenal dimensions.

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Section: Introductionmentioning

confidence: 99%

Simulation-based education: deceiving learners with good intent

Alinier

Oriot

2022

Adv Simul

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“…Essential elements for healthcare simulation structure are recommended by the Best Evidence in Medical Education (BEME) [ 21 ], International Nursing Association for Clinical Simulation Learning (INACSL) [ 22 – 25 ] and the International Association for Medical Education in Europe (AMEE) [ 26 ] as good practices in simulation, and demonstrate direct implication in the planning and elaboration of scenarios [ 27 ], as well as in training professionals involved with this practice.…”

Section: Introductionmentioning

confidence: 99%

Form for planning and elaborating high fidelity simulation scenarios: A validation study

2022

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Every human being has the right to safe, dignified and harm-free care in health institutions. High fidelity simulation has been used in teaching for the training and continuing education of health professionals to promote quality, safe and humanized patient care. Elaborating scenarios is an important phase to provide a simulation-based experience, and is relevant in the teaching-learning process. The objective of this study was to validate the content and applicability of the High Fidelity Simulation Scenario Planning and Development Form and its Operational Manual. The form could be used to development of scenarios to medicine, nursing, physiotherapy and as well as other specialties in the healthcare. This was a methodological validation study of the form and its manual content by experts in simulation and its feasibility, conducted in two phases: Phase 1: eight experts were selected using the “snowball” sampling technique to validate the content measured by the content validity index; Phase 2 (test): the form and its operational manual validated by the experts were made available to 28 participants in order to elaborate scenarios for the feasibility assessment and participation in the focus group. All items in the form and in the operational manual reached a content validity index above 0.80. The total content validity index was 0.98. The evaluation of the usability of the instruments carried out by the participants reached a percentage above 96.43% in all alternatives except for the item “It was easy to use the form to build your scenario” (75%). Eight participants were present in the focus group. Focus group discussions were categorized into completeness, practicality and usefulness according to comments and suggestions. The form and its operational manual proved to be valid instruments.

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“…Improving strategies and interventions focused on training and qualification of health human resources for the prevention and postvention of suicide is fundamental to manage the problem 3 , 8 . Thus, clinical simulation is considered a promising educational strategy to qualify human resources in the health area 9 .…”

Section: Introductionmentioning

confidence: 99%

Creation and validation of a high-fidelity simulation scenario for suicide postvention

Pedrollo

Silva

Zanetti

et al. 2022

Rev. Latino-Am. Enfermagem

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Objective to create and validate a high-fidelity simulation scenario about the initial support to suicide bereaved people. Method a methodological research study to create and validate a simulation scenario about postvention. Its creation was based on scientific recommendations, the validation process was carried out by experts, based on an instrument developed by the authors; the data were statistically analyzed using the Content Validity Index and Gwet concordance coefficient. Results the scenario was created to provide initial support to suicide bereaved people in the Primary Health Care context. As learning objectives, welcoming, health care and organization monitoring were proposed according to technical-scientific recommendations. The scenario was validated by 10 specialists in the themes of postvention (5 judges) and high-fidelity simulation (5 judges). The scenario items met the acceptance and reliability criteria (Content Validity Index = 0.80) and satisfactory concordance (Gwet coefficient = 0.640). Conclusion the study presented in full a scenario on postvention with innovative potential that can be used free of charge in clinical simulation development during training of different categories of health professionals, to act in support of suicide bereaved people.

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Healthcare Simulation Standards of Best PracticeTM Professional Development

Cited by 51 publications

References 11 publications

Simulation-based education: deceiving learners with good intent

Simulation-based education: deceiving learners with good intent

Form for planning and elaborating high fidelity simulation scenarios: A validation study

Creation and validation of a high-fidelity simulation scenario for suicide postvention

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