Simulation-Based Education - Elsevier E-Book on VitalSource, 1st Edition
Elsevier eBook on VitalSource
- Practical guide suitable for all types and levels of faculty, including teaching staff, technicians, technologists and simulated patients
- Offers an experiential, workshop-based approach - can be used as a guide for educators to develop their own SBE
- Expert contributors drawn from across the healthcare disciplines
- Interactive sections and ‘next steps’ encourage the reader to hone their current practice
- Aligns with the dimensions of Advance Higher Education (HE) – can be used as a faculty development tool and as a facilitator for application to the HEA for fellowship
- Each chapter maps to the Association of Medical Educators (AoME) domains; General Medical Council (GMC) trainer domains; the Association for Simulated Practice in Healthcare (ASPIH) themes; United Kingdom Professional Standards Framework (UKPSF) domains
Foreword: This will present an overview of Simulation Based Education (SBE) including:
- • Definition of SBE
- • Background to SBE
- • Rationale for the use of SBE in health care education
1. The role of Simulation Based Education in healthcare education
This chapter will present an overview of the role SBE education plays in the quality assurance of technical and non-technical skills of staff within the healthcare setting. It will highlight the significance of SBE in the promotion of patient safety and recognise the role it plays in facilitating a learning environment in which it is safe for healthcare staff to make mistakes, without consequences (Association for Simulated Practice in Healthcare [ASPiH] 2016).
2. Simulation for Inter-professional Learning: The many faces of SBE.
Within chapter 2, we will present the benefits of using SBE to facilitate a variety of professionals practising together in a safe space. This chapter will consider the role SBE plays in forging teams in practice, and providing opportunities for inter-agency working. It will consider SBE in a variety of environments. Case studies will be used to demonstrate ways in which challenges in inter-professional learning have been overcome and the clinical effectiveness of this when transferred to the healthcare arena.
3. A team approach to SBE: Developing Simulation Faculty
This chapter will consider the team involved in delivering SBE and will present details around the role of each member and the importance of collaboration within that team. From a teaching faculty perspective, this will include detail around the role of the Pre-briefer and De-briefer. It will discuss the pivotal role of simulation technicians and technologists as faculty members supporting SBE. The concept of confederates and simulated patients as specialist faculty members will be presented, and the preparation and training of both will be discussed.
4. Simulation for skills acquisition Within chapter 4, simulation for skills acquisition will be discussed and strategies for the delivery of sessions involving single skills will be presented. It will invite readers to consider the benefits and challenges to this and present opportunities to develop sessions, using the information presented within the chapter. It will also present the concept of preparing learners for the simulation environment.
5. Scenario writing: Combining Human Factors Science, Quality improvement and Simulation This will present practical advice on scenario writing and the reader will be encouraged to participate within this chapter. Aspects to be considered will include writing Learning Outcomes
for both technical and non-technical skills (suite of non-technical skills) and developing realistic scenarios to achieve these. The role of SBE in promoting clinical decision making skills will be discussed and strategies to develop scenarios which will facilitate this will be discussed.
6. Developing large Scale Simulation: practical and interactive lecture based Participant Response Systems. This chapter will present the concept of taking simulation outwith the normal confines of small group sessions and provide the reader with a strategy to deliver SBE on a large scale. It will include detail of Participant Response System (PRS) software packages available and provide a practical guide to planning, executing and evaluating large scale SBE sessions.
7. Virtual Reality Virtual Reality (VR) is an emerging concept within healthcare SBE and merits discussion within the book. This chapter will consider the existing use of VR in simulation and present ideas for using this and developing resources on a budget.
8. Interactive reusable learning objects (RLOs) Similar to chapter 6, this will provide a practical guide for readers on how to develop Interactive, online RLOs. It will present details of software packages to develop these.
9. Measuring impact of Simulation For those responsible for measuring output from their service delivery of SBE, this chapter will present strategies for audit and measurement of impact of a service. For educators and specialist faculty It will also discuss tools which can be used to measure the impact SBE has had on learner’s practice.
Elizabeth Simpson, RN, BSc, PgC LTHE, LPE, SFHEA, MSc, Catie Paton, BA, MSc, PGCE and Claire McGuinness, Professional Advisor, Nursing and Midwifery Education Chief Nursing Officer Directorate,Scottish Government