Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance

Abstract

As the science of simulation continues to evolve, so does the need for additions and revisions to the Healthcare Simulation Standards of Best Practice. Therefore, the Healthcare Simulation Standards of Best Practice TM are living documents. StandardSimulation-based experiences may include evaluation of the learner.

Simulation-based clinical assessment identifies threshold competence to practise physiotherapy in Australia: a crossover trial

“…Although, these tools are well-established, created from nationally agreed Physiotherapy Practice Threshold [ 15 ] [competency] statements and found to have content validity, they have not yet undergone specific processes to rigorously determine psychometric properties. Indeed evaluation of the validity and reliability of assessment tools is considered best practice in healthcare simulation by the International Nursing Association of Clinical and Simulation Learning [ 22 ]. In such research, the use of a structure framework for validating the assessment process as well as tool should be considered.…”

Utilization of Phone Simulations to Assess Competency Within Nursing Education

“…The structure of the simulation learning experience is critical to achievement of learning outcomes and includes prebriefing and debriefing processes with a skilled facilitator 13–15. Finally, an intentional plan for learner evaluation and meaningful feedback, whether formative, summative, or high stakes, should be aligned with the objectives and established prior to implementation of the simulation experience 16…”

“…Regardless of the context or setting in which phone simulations are used, faculty time for effective simulation development and implementation grounded in best practices is essential. Aspects of a well-designed, evidence-based, phone simulation include11–16 topic selection, congruent with course and curricular goals, and meeting needs assessment; alignment with the American Association of Colleges of Nursing (AACN) program-level Essentials and other appropriate competencies (population and/or specialty level)17; specific learning objectives for the simulation; critical evaluation components that should be addressed in the simulation for successful student completion; realistic scripted scenario, case, or activity development; prebrief materials to include preparation of students for the simulation context, establishment of a safe learning space, and rules for simulation engagement; preparation for a purposeful, guided, reflective, learner-centered debriefing process that supports transfer of learning to practice using a model appropriate to scenario complexity and scope; and faculty facilitator dialogue talking points, learning cues for refocus, and responses to anticipated student actions. Available time and space for conducting the simulation activity that enhances fidelity and resources, such as background sounds, electronic radiographies, and so forth, are also needed.…”

Teaching nursing management of diabetic ketoacidosis: a description of the development of a virtual patient simulation

“…Informed consent will be obtained from all participants. Students will be made aware that this SBE is intended to align with the summative evaluation methods in accordance with the HSSOBP TM for Evaluation of Learning and Performance [ 36 ]. Scores on all assessments will be reported to students individually at the end of the study.…”