Healthcare Simulation Standards of Best PracticeTM Professional Integrity

Bowler, Fara; Klein, Mary S.; Wilford, Amanda

doi:10.1016/j.ecns.2021.08.014

Cited by 21 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The significance of the concept of diversity, inclusion, and equity is supported by the literature, 51,52 leading to its dedicated competency in the hope that the educators would be cognizant of this construct and cultivate respect, acceptance, and inclusivity of the diverse learners. The concept of human factors was also discussed considering it was a hot topic of debate during the second annual summit of Distance Simulation Collaboration.…”

Section: Growth From the Chse Blueprintmentioning

confidence: 99%

Development of Distance Simulation Educator Guidelines in Healthcare

et al. 2023

View full text Add to dashboard Cite

Introduction:The abrupt disruption of in-person instruction in health care during the COVID-19 pandemic resulted in the rapid adoption of distance simulation as an immediate alternative to providing in-person simulation-based education. This massive instructional shift, combined with the lack of educator training in this domain, led to challenges for both learners and educators. This study aimed to disseminate the first set of competencies required of and unique to effective distance simulation educators. Methods: This was a multiphasic and iterative modified Delphi study validating the content of carefully and rigorously synthesized literature. Experts were invited from around the globe to participate in this study with mandatory attendance at an annual health care simulation conference to openly discuss the guidelines presented as competencies in this document. We divided each competency into "Basic" and "Advanced" levels, and agreement was sought for these levels individually. The experts provided their opinion by choosing the options of "Keep, Modify, or Delete." A free-marginal kappa of 0.60 was chosen a priori. Results: At the conclusion of the Delphi process, the number of competencies changed from 66 to 59, basic subcompetencies from 216 to 196, and advanced subcompetencies from 179 to 182. Conclusions: This article provides the first set of consensus guidelines to distance simulation educators in health care, and paved the way for further research in distance simulation as a modality.

show abstract

Section: Growth From the Chse Blueprintmentioning

confidence: 99%

Development of Distance Simulation Educator Guidelines in Healthcare

et al. 2023

View full text Add to dashboard Cite

show abstract

“…AI-driven simulations should provide transparency regarding data sources, algorithms, and decision-making processes, enabling users to understand and question the system's outputs [4][5][6][7][8][9][10]. In addition, all educators and students must adhere to ethical standards and confidentiality, as emphasized by the professional integrity criteria of HSSOPE TM from the INACSL [15].…”

Section: Ethical Considerations In Artificial Intelligence-driven Nur...mentioning

confidence: 99%

Challenges for future directions for artificial intelligence integrated nursing simulation education

Jung

2023

Korean J Women Health Nurs

View full text Add to dashboard Cite

Artificial intelligence (AI) has tremendous potential to change the way we train future health professionals. Although AI can provide improved realism, engagement, and personalization in nursing simulations, it is also important to address any issues associated with the technology, teaching methods, and ethical considerations of AI. In nursing simulation education, AI does not replace the valuable role of nurse educators but can enhance the educational effectiveness of simulation by promoting interdisciplinary collaboration, faculty development, and learner self-direction. We should continue to explore, innovate, and adapt our teaching methods to provide nursing students with the best possible education.

show abstract