Standards of Best Practice: Simulation Standard VIII: Simulation-Enhanced Interprofessional Education (Sim-IPE)

Decker, Sharon; Anderson, Mindi; Boese, Teri; Epps, Chad; McCarthy, Jennifer; Motola, Ivette; Palaganas, Janice C.; Perry, Carolyn; Puga, Frank; Scolaro, Kelly L.

doi:10.1016/j.ecns.2015.03.010

Cited by 66 publications

(31 citation statements)

References 31 publications

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“…The Program Assessment Survey for Simulation (PASS) was developed by the author using the checklists from the NCSBN Simulation Guidelines for Prelicensure Nursing Program and the INACSL Standards of Best Practice: Simulation (Alexander et al, 2015;Decker et al, 2015;INACSL, 2013;Lioce et al, 2015). Face validity was addressed through review by national simulation experts; one had expertise in the development of the NLN Jeffries Simulation Theory, the second expert was a simulation coordinator from a community college, and the third was a simulation director from a university.…”

Section: Measurement Instrumentmentioning

confidence: 99%

“…The variables are the statements in the checklists for faculty preparation and program preparation as measured with a simple check mark if present at the time of the interview. The INACSL Standards of Best Practice: Simulation variables were the criteria for each standard(Decker et al, 2015;INACSL, 2013;Lioce et al, 2015). A three-point Likert scale from always to sometimes or never measured each criteria.…”

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confidence: 99%

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A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Beroz

2017

Clinical Simulation in Nursing

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Section: Measurement Instrumentmentioning

confidence: 99%

mentioning

confidence: 99%

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Beroz

2017

Clinical Simulation in Nursing

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“…"Tighter recommendations" should be understood as complying closely to recently developed simulation education standards, especially in the areas of simulation design, facilitation, interprofessional education, participant evaluation, and debriefing to ensure quality SBE. (37)(38)(39)(40)(41) Several aspects of the level of realism provided to ECMO simulation participants can be critical to them properly understanding how to handle ECMO emergencies and transfer the learning to the real clinical environment. (33) There is however currently no patient simulator that allows for the full scope of ECMO simulation procedures from preparation and pre-cannulation through to operating the ECMO circuit, or even transitioning from VV-ECMO to Veno-Veno-Arterial (VVA) ECMO or dealing with the full range of potential patient or circuit complications.…”

Section: Ecmo Simulation Fidelitymentioning

confidence: 99%

Addressing the challenges of ECMO simulation

et al. 2018

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Introduction/Aim: The patient’s condition and high-risk nature of extracorporeal membrane oxygenation (ECMO) therapy force clinical services to ensure clinicians are properly trained and always ready to deal effectively with critical situations. Simulation-based education (SBE), from the simplest approaches to the most immersive modalities, helps promote optimum individual and team performance. The risks of SBE are negative learning, inauthenticity in learning and over-reliance on the participants’ suspension of disbelief. This is especially relevant to ECMO SBE as circuit/patient interactions are difficult to fully simulate without confusing circuit alterations. Methods: Our efforts concentrate on making ECMO simulation easier and more realistic in order to reduce the current gap there is between SBE and real ECMO patient care. Issues to be overcome include controlling the circuit pressures, system failures, patient issues, blood colour and cost factors. Key to our developments are the hospital-university collaboration and research funding. Results: A prototype ECMO simulator has been developed that allows for realistic ECMO SBE. The system emulates the ECMO machine interface with remotely controllable pressure parameters, haemorrhaging, line chattering, air bubble noise and simulated blood colour change. Conclusion: The prototype simulator allows the simulation of common ECMO emergencies through innovative solutions that enhance the fidelity of ECMO SBE and reduce the requirement for suspension of disbelief from participants. Future developments will encompass the patient cannulation aspect.

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“…[9] Simulation enhanced interprofessional education (Sim-IPE) allows students to develop team collaboration skills in a safe learning environment while replicating the health care setting and has become a preferred method for IPE. [10,11] Best practices for Sim-IPE include appropriate team based structured debriefing and feedback while promoting collaborative teamwork and effective communication. [10] There are no studies on Sim-IPE in psychiatric-mental health to our knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…[10,11] Best practices for Sim-IPE include appropriate team based structured debriefing and feedback while promoting collaborative teamwork and effective communication. [10] There are no studies on Sim-IPE in psychiatric-mental health to our knowledge.…”

Section: Introductionmentioning

confidence: 99%

Simulation enhanced interprofessional education with nurse practitioner and medical students for patients with bipolar disorder: Facilitators and barriers in teamwork

Scrandis

Bussell

2015

JNEP

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The purpose of this qualitative study was to identify the facilitators and barriers in the process of learning teamwork and communication skills using a pilot simulation enhanced interprofessional education (Sim-IPE) project based on a case study of an individual living with bipolar disorder. Five student teams each composed of one nurse practitioner student and one medical student participated in two standardized patient sessions that included briefs and debriefs with trained facilitators. Teams also participated in two online sessions for planning purposes. Two researchers analyzed the digital recorded briefs and debriefs using content analysis. The results identified six themes: acknowledging, mutual support, communication, flexibility, team planning, and patient centered goals. Acknowledging one's own strengths and weaknesses early in the team development enabled trust building resulting in more effective planning and a highly functioning team. This Sim-IPE project can serve as a model for teaching teamwork for other disciplines and clinicians in psychiatric care. It is recommended that integrating this type of longitudinal Sim-IPE sessions into curricula of all health professions education can improve successful learning of teamwork in psychiatric care.

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Standards of Best Practice: Simulation Standard VIII: Simulation-Enhanced Interprofessional Education (Sim-IPE)

Cited by 66 publications

References 31 publications

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Addressing the challenges of ECMO simulation

Simulation enhanced interprofessional education with nurse practitioner and medical students for patients with bipolar disorder: Facilitators and barriers in teamwork

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