Healthcare Simulation Standards of Best PracticeTM Simulation Design

Watts, Penni; McDermott, Donna S.; Alinier, Guillaume; Charnetski, Matthew; Ludlow, Jocelyn; Horsley, Elizabeth; Meakim, Colleen; Nawathe, Pooja

doi:10.1016/j.ecns.2021.08.009

Cited by 305 publications

(218 citation statements)

References 60 publications

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“…As for any educational activity, knowing the target audience is a critical element to take into account in the planning phase [ 33 , 34 ]. It refers not only to the level of the learners, for example, in which year of study or internship they are, but also to their previous SBE experience [ 11 ].…”

Section: Determinants Of Deceptionmentioning

confidence: 99%

“…For example, cues lead learners to making a diagnosis of the patient or situation and take appropriate corrective actions [ 40 ]. To ensure learners benefit from a high-quality educational experience with valid scenarios, key steps with expert input need to be followed [ 18 , 33 , 40 ]. How scenarios are eventually facilitated to promote the learner’s immersion into the activity is more or less dependent on their number, level of experience, and the technology used.…”

Section: Determinants Of Deceptionmentioning

confidence: 99%

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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: Determinants Of Deceptionmentioning

confidence: 99%

Section: Determinants Of Deceptionmentioning

confidence: 99%

Simulation-based education: deceiving learners with good intent

Alinier

Oriot

2022

Adv Simul

Self Cite

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“…A Simulação pode ser definida como uma técnica, não uma tecnologia, que pode amplificar experiências reais, as quais são guiadas, evocando aspectos substanciais do mundo real em uma completa interação 9 , esta junção de elementos reais em um cenário controlado, criado com objetivos de aprendizagem definidos, Danielle Leite de Lemos Oliveira 1 ORCID: 0000-0002-8530-8439 Maiza Claudia Vilela Hipolito 2 ORCID: 0000-0002-5109-943X Carla Priscila da Silva Pereira 3 ORCID: 0000-0003-4911-3471 Bruno Fernando Moneta Moraes 1 ORCID: 0000-0001-8590-5746 Maria Helena Baena de Moraes Lopes 1 ORCID: 0000-0001-7747-1140 totalmente seguro, em que com auxílio do professor, o aprendiz tem a oportunidade de aprender, reaprender, desenvolver seu raciocínio clínico, tomada de decisão 8,10 , dentre outros benefícios da simulação amplamente discutidos e publicados.…”

Section: Advantages and Limitations Of Serious Games In Nursing Education: Potential In The Post-covid-19 Contextunclassified

Vantagens e limitações do Serious Games no ensino da enfermagem: potencial no contexto pós-COVID-19

Oliveira

Hipólito²,

Pereira

et al. 2021

GANJ

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“…In this framework, achieving satisfactory learning gains could be challenging for faculty, especially considering that graduate students generally have better clinical competence than their undergraduate colleagues and a greater need for further clinical competencies, making them able to face more complex clinical conditions [ 1 , 9 ]. For these reasons, to improve the clinical competence of graduate nurses enrolled in a critical care course, very realistic scenarios, a high level of student engagement, educators with deep clinical experience, and serious organizational efforts are strongly required [ 12 , 13 , 14 , 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study

Dante

Cerra

Caponnetto

et al. 2022

IJERPH

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Background: The best application modality of high-fidelity simulation in graduate critical care nursing courses is still rarely investigated in nursing research. This is an important issue since advanced nursing skills are necessary to effectively respond to critically ill patients’ care needs. The aim of the study was to examine the influence of a modified teaching model based on multiple exposures to high-fidelity simulations on both the learning outcomes and the perceptions of graduate students enrolled in a critical care nursing course. Methods: A multimethod study involving a sample of graduate critical care nursing students was conducted. A theoretical teaching model focused on multiple exposures to high-fidelity simulations is currently applied as a teaching method in an Italian critical care nursing course. According to the Kirkpatrick model for evaluating training programs, the performance, self-efficacy, and self-confidence in managing critically ill patients were considered learning outcomes, while satisfaction with learning and students’ lived experiences during the experimental phases were considered students’ perceptions. Results: Multiple exposures to high-fidelity simulations significantly improved performance, self-efficacy, and self-confidence in managing virtual critically ill patients’ care needs. The satisfaction level was high, while lived experiences of participants were positive and allowed for better explanation of quantitative results of this study. Conclusions: Multiple exposures to high-fidelity simulations can be considered a valuable teaching method that can improve the learning outcomes of graduate nurses enrolled in an intensive care course.

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Healthcare Simulation Standards of Best PracticeTM Simulation Design

Cited by 305 publications

References 60 publications

Simulation-based education: deceiving learners with good intent

Simulation-based education: deceiving learners with good intent

Vantagens e limitações do Serious Games no ensino da enfermagem: potencial no contexto pós-COVID-19

Dose–Response Relationship between High-Fidelity Simulation and Intensive Care Nursing Students’ Learning Outcomes: An Italian Multimethod Study

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