Fixing the Problem with Simulation

Melissa Powell, MS, RN-BC

Goals for presentation

• To provide an expert view of simulation design for fixing problems

• To share methods of discovery and design for fixing problems with simulation.

Simulation because you want to…

• Teaching methods used MUST directly relate to the learning objectives.• Simulation does not teach basic cognitive information easily• Simulation does not review information • Simulation is not the best way to teach math• Simulation is not the answer for everything• We don’t simulate because we heard it was a great idea• We don’t simulate because we bought the manikin

When is simulation best?

• Simulation is best when you need people to put it all together.

• Simulation is best when you want people to “think on their feet” or in the real situation.

• Simulation is a great way to develop clinical reasoning.

• Simulation is a great way to teach communication skills.

• Simulation is a great way to teach something complex that you “want to stick” with them

• Simulation is best when the stakes are high and practice is expensive.

• Simulation is perfect at fixing real world complex problems.

What is the problem?

• Answering the question: Why do errors occur?• Where does the data come from?

• Quality data• Event analysis & Error reporting systems• Task analysis• Cognitive task analysis• Anecdotal stories• In-situ simulation

In-situ simulation for error discovery? WHAT?

• Simulate the event that keeps creating the problem.

• VIDEO the in-situ simulation• This discovery method is excellent at uncovering key thoughts• Seeing the task or event from a different view• Opening up perspective on situation from the sky

• Experts are your greatest asset here

How do I know how to connect the problem to the learning objectives?

• Defining the error that learners have is key.

• Why do they commit the error?

• Under what circumstances do they commit the error?

• What drives them to commit the error?

Error is the objective. Why is the trigger.

• When designing the scenario, the “why” is the scenario and trigger.

• The “why” becomes the “raison d'etre” - this is why we are here.

• Without knowing why a learner commits an error, one designs without understanding what the learner needs to learn.

Error discovery

• Quality data analysis• Interview and survey to ask why events occur.

• Leader, teacher or supervisor • Interview direct leaders

• Cognitive task analysis• Question experts during task - What are you thinking? What are

the errors you are heading off right now? Why do you do that? How would you teach someone else to do this?

• Learner interview and survey

Big idea: Simulate because it is the right answer.

• Simulation is great but don’t abuse the technology.

• Don’t just simulate because it is fun.

• FIX PROBLEMS!