WHAT IS SIMULATION?A viable strategy to prepare students for clinical reasoning

The Society for Simulation in Healthcare defines simulation as “the imitation or representation of one act or system by another. Healthcare simulations can be said to have four main purposes – education, assessment, research, and health system integration in facilitating patient safety” ( http://www.ssih.org/About-Simulation).

Types of Simulation

Task Training Simulation

Manikin-Based Simulation

Standardized Patient Simulation

Virtual Reality Simulation

Name: SimMan 3G Manufacturer:  LaerdalSimulator Type: Herman is a programmable simulator that provides real time feedback in a multitude of medical scenarios. Herman can breath, cry, bleed, convulse, go into cardiac arrest and even react to administered medications.Skill Development Opportunities:- Airway Complications- Breathing Complications- Cardiac Complications- Circulation diagnostic skills- Vascular skill development- CPR skill building- Diagnostic skill building- Pharmacology skill development

CTCA Simulation Manikin“Herman”

Standards of Best Practice in Simulation

Standard I- Terminology Standard II- Professional Integrity of Participant(s) Standard III- Participant Objectives Standard IV- Facilitation Standard V- Facilitator Standard VI- Debriefing Process Standard VII- Participant Assessment and Evaluation Standard VIII- Simulation Enhanced Interprofessional Education (Sim-IPE) (June 2015) Standard IX- Simulation Design (June 2015)

http://www.inacsl.org/files/journal/Complete%202013%20Standards.pdf

* Reduce human error* Skill Development* Patient Specific Access* Instructor Lead Learning* Communication, hemodynamic monitoring* Professionalism* Public Relations

Why Use Simulation

Training through Simulation

Four main purposes1. education2. assessment3. research4. health system integration in

facilitating patient safety Society for Simulation in Healthcare, 2016

Healthcare Simulations

• Cognitive (Thinking) • Affective: (Emotion/Feeling)

• Psychomotor: (Physical/Kinesthetic)

The Three Domains of Learning

Benjamin Bloom, 1956

• Gained knowledge

• Increase in skill competence

• Increase in learners’ satisfaction

• Improved critical thinking

The Four Major Outcomes of Simulation

Simulation and Teamwork

Team Leadership Team Orientation Mutual

Performance Monitoring

Backup Behaviors Adaptability

WHY IS SIMULATION IMPORTANT

Simulation enhances the student’s learning

Real life experiences are better understood, and management of the real life situation is more successful

Critical thinking skills are enhanced

Allows the instructor to focus on a particular aspect of the patient situation and present common complications or rarely seen situations

A way to teach, assess, and even conduct research in a safe and predictable environment Teaches the importance of team dynamics, especially in an emergency situation

Fiction Contract

• Prebriefing is vital to simulation success and may enhance debriefing and reflection.

• Amount, type, and complexity of prebriefing will depend on the learner characteristics, the purpose of the simulation-based learning, and the learning objectives.

• The simulation facilitator role incorporates three phases: (a) planning, (b) briefing, and (c) facilitating

(McDermott, D. S. 2016)

Prebriefing

DEBRIEFING: The Art of Self Reflection

What were some of the challenges? What worked well for you? What are some other things you could have done using material that is not present? How can you translate some of this into practice or bring this to other educators?

Learning Transferred

Debriefing TechniquesHolistic Approach The Checklist Approach

The start stop technique

TeamSTEPPS®

Leadership

Communication Mutual Support

Situation Monitoring

1. I have the right to refuse care from anyone who has handled printed materials such as newspaper and has not washed their hands first.

2. I am allergic to felt tip and permanent markers. I have the right to refuse treatment if you are eating or drinking in my presence. It makes me nauseous.

3. I have the right to refuse procedures if the wrong equipment is being used. 4. I have the right to be shocked or paced, if needed, but remember that our

defibrillators deliver actual currents.5. I have the right to be treated like a real patient even though sometimes I

may not simulate one.6. I have the right to call my caregiver if there are any issues. She can be

reached at:

Simulator Bill of Rights

For questions, please contact Tammie Blizard, MSN, RN Education Specialist and Simulation Coordinator at (470) 241-7583 or Tammie.Blizard@ctca-hope.com

Simulation is Best PracticeResistance is Futile

One Final Note

Rosen Spunt, Foster, and Adams Meakum Eldar Søreide, Laurie Morrison, Ken Hillman, Koen Monsieurs, Kjetil Sunde, David Zideman, Mickey Eisenberg, Fritz Sterz,

Vinay M. Nadkarni, Jasmeet Soarand Jerry P. Nolan. Resuscitation, 2013-11-01, Volume 84, Issue 11, Pages 1487-1493

Dubose, D., Sellinger-Karmel, L. D., & Scoloveno, R. L. (2010). Title. Journal (italics), edition, page#, doi or website

References