Using the INACSL Simulation™ Design Standard for Novice Learners

McDermott, Donna S.; Sarasnick, Janice; Timcheck, Phillip M.

doi:10.1016/j.ecns.2017.03.003

Cited by 14 publications

(9 citation statements)

References 7 publications

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“…To ensure that a given activity is called simulation, it must follow the format suggested by guidelines and recognized researchers in the theme (Cook et al, 2013;Groom et al, 2014;INACSL Standards Committee, 2021b, 2021d, and the strategy must necessarily consist of the following steps: pre-briefing, simulated scenario itself and debriefing (McDermott et al, 2017(McDermott et al, , 2021. The duration of each stage varies, but each one must be carefully prepared by the professor and to achieve the planned learning objectives (INACSL Standards Committee, 2021b;Issenberg et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

The simulation design in health and nursing: A scoping review

et al. 2022

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Simulation is a teaching-learning strategy aligned with the perspective of an active methodology that, in the context of health and nursing education, enables students to develop skills and build knowledge in cognitive, procedural and attitudinal domains, preparing them for clinical practice (Kim et al., 2016;Lavoie et al., 2018;Onarici et al., 2021). It is associated with the development of skills necessary for nurses, which help in clinical judgement, decisionmaking and resolution of complex situations in health services, in addition to emotional skills that are fundamental for the work process and comprehensive care (Flynn et al., 2017).It is also added that the simulation is recognized for promoting a safe space for learning in which the error does not cause harm to the patient. Moreover, are accompanied by facilitating professors who plan and implement the strategy similar to situations found in health

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Section: Discussionmentioning

confidence: 99%

The simulation design in health and nursing: A scoping review

et al. 2022

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“…Choosing a simulation tool, model, or manikin with appropriate modality or characteristics to enable the achievement of learning objectives is salient to the design process. [12][13][14] Objectives created for the SBE should be articulated and goal-directed to achieve the desired outcome. To maintain psychological safety, simulationists should disclose essential information and objectives with the learners before engaging in a formative or summative SBE.…”

Section: Objectivesmentioning

confidence: 99%

“…Criterion 4: Identify appropriate fidelity to meet the learning objectives/outcomes. [12][13][14][34][35][36][37][38] Examples of fidelity are:…”

Section: Criteria Necessary To Meet This Standardmentioning

confidence: 99%

Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives

Miller¹,

Deckers²,

Jones³

et al. 2021

Clinical Simulation in Nursing

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“…The INACSL has established standardised terminology to advance simulation science and share best practices, offering guidelines on simulation as a teaching methodology (McDermott et al, 2017;Sittner et al, 2015). According to this terminology, facilitation is defined as "a method and strategy that occurs throughout (before, during, and after) SBL in which a person helps to bring about an outcome(s) by providing guidance" (Meakim et al, 2013).…”

Section: The Concept Of Facilitationmentioning

confidence: 99%

Developing facilitator competence in scenario-based medical simulation: Presentation and evaluation of a train the trainer course in Bergen, Norway

Forstrønen

Johnsgaard

Brattebø

et al. 2020

Nurse Education in Practice

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Simulation-based learning (SBL) is becoming an accepted part of health education. Providing high-quality simulation-based education depends more on skilled facilitators than on elaborate simulator equipment. In the last six years, a cross-professional facilitator course has been developed to train interprofessional staff and faculty from health educational institutions in Bergen. The course starts with two days of traditional simulation theory and practice followed by a third day five weeks later. During the third day, participants present their own experiences from practising as facilitators in their own workplaces. In this paper, we present the course content and the participants' evaluation of the course based on the qualitative content analysis of their answers to openended questions. The main findings were that the course format and primary focus on practice were appreciated and that the follow-up day was especially useful to broaden the learning experience.

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Using the INACSL Simulation™ Design Standard for Novice Learners

Cited by 14 publications

References 7 publications

The simulation design in health and nursing: A scoping review

The simulation design in health and nursing: A scoping review

Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives

Developing facilitator competence in scenario-based medical simulation: Presentation and evaluation of a train the trainer course in Bergen, Norway

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