INACSL Standards of Best Practice: SimulationSM Professional Integrity

Abstract

Professional integrity is demonstrated and upheld by all involved in simulation-based experiences. Background Professional integrity refers to the ethical behaviors and conduct that are expected of all involved throughout simulation-based experiences. Professional integrity is a person's internal system of principles encompassing a number of additional interrelated attributes such as confidentiality, compassion, honesty, commitment, collaboration, mutual respect, and engagement in the learning process. 1-4 Professional integrity is doing what is right in the face of strong countervailing temptation or pressure and regardless of who is or is not watching and continues indefinitely even after the conclusion of the simulation-based experience. 5 Despite one's role in a simulation-based experience, whether as a participant, facilitator, debriefer, faculty, operator, or other role, all involved with the simulationbased experience are responsible for acting with professional integrity and developing self-awareness of how one's personal and professional behavior affects those around him or her. 3 All involved in the simulation-based experience need to discuss the attributes of professional integrity especially that of confidentiality. The level or degree of confidentiality is dependent on the policy established by the institution. Organizations must have established methods of sharing student performances. 6,7 There may be a duty to report inappropriate behaviors dictated by legal, ethical, and/or institutional regulations. 8,9 Everyone becomes vulnerable to a certain extent when they are placed within a simulation-based experience; it is therefore imperative that an unequal power balance be recognized and professional boundaries maintained so the knowledge obtained from the simulation learning outcomes are not compromised. 10 Boundary crossings may be inadvertent, thoughtless, or purposeful but these judgments can affect grades, relationships, jobs, positions, and careers.

The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP)

“…It is incumbent on simulation educators to ensure that all stakeholders—be they SPs, learners, faculty, patients, or program staff—have a safe psychological and physical learning environment (see INACSL Standard: Professional Integrity [8]). For the community of SP educators, there are three distinct principles related to creating a safe work environment: safe work practices, confidentiality, and respect.…”

“…Some programs may have one person dedicated to SP program administration and a few SPs, while others may be headed by a dedicated manager who oversees the work of many SPs, educators, and administrators. Regardless of size, SP programs are responsible for quality management practices, including quality planning, quality assurance, quality control, and quality improvement (see INACSL Standard: Professional Integrity [8]). Clearly stated policies and procedures allow an SP program to demonstrate that it meets legislated, institutional, and practice standards.…”

“…Professionalism has been defined for many professions that SP educators interact with, including medicine [16] and nursing [8, 17]. There are intersections with some of these concepts of professionalism.…”

Training and standardization of simulated patients for multicentre studies in clinical pharmacy education

“…After scenery design, the SPs training and standardization methods were developed including reliability and reproducibility assessments. [26][27][28][29][30][31] In the first step, the simulation scenario was developed by the research team according to quality simulation guidelines. On step 2, each research center recruited a candidate to act as an SP, following the characteristics established on the scenario.…”

The Best Practice Standards of Simulation

“…(17,18) derleme (12,18,19) Simülasyon eğitimcileri değerlendirme türlerini, değerlendirmeler arasındaki benzerlikleri ya da farklılıkları konusunda bilgi sahibi olmalı ve uygun değerlendirme çeşitlerine karar verebilmelidir. (12,16) Profesyonel Bütünlük (21) Simülasyona dayalı öğrenme deneyiminde, bütün katılımcılara aynı öğrenme fırsatlarının sunulması çok önemlidir. Bu nedenle, standardın uygulanabilmesi için aynı senaryonun bütün öğrenciler için kullanıldığı simülasyon uygulamalarında, simülasyonu ilk deneyimleyen öğrencilerin, simülasyon sırasındaki deneyimlerini, daha bu deneyimi yaşamayan akranları ile paylaşmalarının etik ve profesyonel bir davranış olmayacağı konusunda bilgilendirilmeleri gerekir.…”