Healthcare Simulation Standards of Best PracticeTM Facilitation

Persico, Lori; Belle, April; DiGregorio, Heiddy; Wilson-Keates, Barbara; Shelton, Chasity M.

doi:10.1016/j.ecns.2021.08.010

Cited by 82 publications

(32 citation statements)

References 26 publications

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“…Among some aspects that comprise elaboration of a scenario, the establishment of theoretical frameworks on the themes of study is evidenced, as well as a careful assessment of needs to be addressed, selection and preparation of the simulated patient, and definition of target audience and necessary resources 10 - 11 , 14 . In addition to that, other issues are important in this process, among them the participation of a prepared and experienced facilitator to conduct the simulated scenario, as well as offering moments of reflection and learning of the practice experienced 10 - 11 , 17 , 36 .…”

Section: Discussionmentioning

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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Section: Discussionmentioning

confidence: 99%

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

Pedrollo

Silva

Zanetti

et al. 2022

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

show abstract

“…Development of desired student learning outcomes and measurable objectives informs design of the experience and is a necessary first step 12. 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…”

Section: Phone Simulation Design Considerationsmentioning

confidence: 99%

Utilization of Phone Simulations to Assess Competency Within Nursing Education

et al. 2022

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Background: Phone simulations offer educators unique opportunities for teaching and assessment with reduced scheduling and location barriers. Problem: Challenges to learner assessments are multifaceted, including decreased availability of clinical sites, preceptors, and, at times, clinical instructors. Approach: This article describes the creation and implementation of diverse phone simulations at multiple levels of nursing education and provides suggestions for broader replication and adaptation. Outcomes: Phone simulations are easily implemented, well received, and helpful in assessing student learning and progression. At the generalist level, telephone SBAR (situation, background, assessment, and recommendation) simulations promote essential communication skills imperative in the delivery of safe and effective care. For advanced practice learners, phone simulations are easily applied across multiple populations and specialties. Guided reflections following simulation offer learners an opportunity to immediately self-remediate. Conclusions: Phone simulations provide adaptable opportunities to support learning and assess knowledge and competency within educational and clinical settings.

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“…Facilitators guide students through all three phases of SBE. Their role includes planning and conducting the simulation, preparing equipment, establishing a pedagogical learning environment, creating scenarios and facilitating reflection in the debriefing to ensure that learning objectives are achieved [ 23 , 24 ].…”

Section: Introductionmentioning

confidence: 99%

“…Further, facilitators should be able to recognize moments during scenario that are suitable for reflecting on in the debrief. Finally, facilitators should make it clear to students how knowledge gained in SBE is transferable to future practical settings [ 23 , 26 – 28 ]. SBE guidelines highlight facilitators’ abilities to communicate clearly, create safe learning environments, maintain fidelity, regulate their teaching methods to fit students’ expertise and knowledge, continuously evaluate student knowledge and behaviour, and generally support learning throughout the SBE sequences [ 3 , 23 , 26 , 27 ].…”

Section: Introductionmentioning

confidence: 99%

“…Finally, facilitators should make it clear to students how knowledge gained in SBE is transferable to future practical settings [ 23 , 26 – 28 ]. SBE guidelines highlight facilitators’ abilities to communicate clearly, create safe learning environments, maintain fidelity, regulate their teaching methods to fit students’ expertise and knowledge, continuously evaluate student knowledge and behaviour, and generally support learning throughout the SBE sequences [ 3 , 23 , 26 , 27 ]. On a more personal level, excellent facilitators are described as being flexible, positive, enthusiastic, motivational, well prepared, and trustworthy [ 24 , 26 , 29 ].…”

Section: Introductionmentioning

confidence: 99%

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The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions

et al. 2022

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Background Active learning situations such as simulation-based education (SBE) are found to trigger a wide range of emotions among students. Facilitators have an important educational role in SBE which include being attentive and adaptive to students’cognitive and affective responses. Although the importance of emotions in SBE is recognized in facilitator guidelines, little is known about how facilitators accommodate student affect. Hence, this study explores facilitators’ strategies for addressing students’ emotions in SBE. Method Individual interviews with nine facilitators were performed and transcripts were subjected to qualitative analyses in accordance with interpretive description approach. Results Findings show that facilitators are attentive to and continuously assess students’ emotional responses in SBE. Both positive emotions, such as interest and surprise, and negative emotions such as anxiety are cultivated, yet adapted to the perceived needs of the individual student. Psychological safety was seen as a prerequisite for optimal learning, regardless of the students’ previous level of knowledge. Furthermore, significant learning was seen as something that might also arise from uncomfortable experiences, such as students realizing their own mistakes or uncertainty. Hence facilitators were found to balance levels of difficulty, emotional arousal and psychological safety during the various phases of SBE. Conclusion Facilitators recognize the emotional dimension of learning in SBE and have numerous strategies for accommodating students’ emotions. This study highlights the complexity of the facilitator’s role in adapting training to individual cognitive and emotional needs. These findings have implications for facilitator training which should include awareness of the role of emotions in learning and strategies for observing and accommodating training to meet emotional needs.

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Healthcare Simulation Standards of Best PracticeTM Facilitation

Cited by 82 publications

References 26 publications

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

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

Utilization of Phone Simulations to Assess Competency Within Nursing Education

The affective component of learning in simulation-based education – facilitators’ strategies to establish psychological safety and accommodate nursing students’ emotions

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