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"Healthcare Simulation"

Ambrose H Wong, Gunjan K Tiyyagura, James M Dodington, Bonnie Hawkins, Denise Hersey, Marc A Auerbach
Deep exploration of a complex healthcare issue in pediatrics may be hindered by the sensitive or infrequent nature of a particular topic in pediatrics. Healthcare simulation builds on constructivist theories to guide individuals through an experiential cycle of action, self-reflection, and open discussion, but has traditionally been applied to the educational domain in health sciences. Leveraging the emotional activation of a simulated experience, investigators can prime participants to engage in open dialog for the purposes of qualitative research...
June 23, 2017: Academic Pediatrics
William Dunn, Yue Dong, Benjamin Zendejas, Raaj Ruparel, David Farley
Healthcare organizations, becoming increasingly complex, need to use simulation techniques as a tool to provide consistently safe care. Mastery learning techniques minimize variation in learner outcome, thus improving the consistency and cost-effectiveness of care. Today׳s organizations (and their teams of decision makers) exist within varying states of transformation. These transformational times afford opportunities to use mastery learning concepts at an organizational level and to affect necessary change(s)...
February 2017: American Journal of the Medical Sciences
Pamela Andreatta
No abstract text is available yet for this article.
June 2017: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Amita Avadhani
Invasive procedures are an integral component of the time sensitive management of the acute and critically ill patients. Acute Care Nurse Practitioner (ACNP) students aspiring to be employed in their roles in the acute care settings cannot be autonomous in their practices unless they have a minimum level of proficiency to perform life sustaining invasive procedures. Offering additional level of benefits of safety and quality in healthcare, simulation as a teaching method has grown in popularity among various levels of education among variety of disciplines...
March 2017: Nurse Education Today
Taylor Sawyer, Walter Eppich, Marisa Brett-Fleegler, Vincent Grant, Adam Cheng
Debriefing is a critical component in the process of learning through healthcare simulation. This critical review examines the timing, facilitation, conversational structures, and process elements used in healthcare simulation debriefing. Debriefing occurs either after (postevent) or during (within-event) the simulation. The debriefing conversation can be guided by either a facilitator (facilitator-guided) or the simulation participants themselves (self-guided). Postevent facilitator-guided debriefing may incorporate several conversational structures...
June 2016: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Michelle A Kelly, Elizabeth Berragan, Sissel Eikeland Husebø, Fiona Orr
PURPOSE: This article provides insights and perspectives from four experienced educators about their approaches to developing, delivering, and evaluating impactful simulation learning experiences for undergraduate nurses. A case study format has been used to illustrate the commonalities and differences of where simulation has been positioned within curricula, with examples of specialized clinical domains and others with a more generic focus. The importance of pedagogy in developing and delivering simulations is highlighted in each case study...
May 2016: Journal of Nursing Scholarship
Daniel Aiham Ghazali, Stéphanie Ragot, Cyril Breque, Youcef Guechi, Amélie Boureau-Voultoury, Franck Petitpas, Denis Oriot
BACKGROUND: Human error and system failures continue to play a substantial role in adverse outcomes in healthcare. Simulation improves management of patients in critical condition, especially if it is undertaken by a multidisciplinary team. It covers technical skills (technical and therapeutic procedures) and non-technical skills, known as Crisis Resource Management. The relationship between stress and performance is theoretically described by the Yerkes-Dodson law as an inverted U-shaped curve...
March 25, 2016: Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine
Rodrigo Rubio, Jose M Maestre, Ignacio Del Moral, Dan Raemer
Five principles of magic are described that directly relate to enhancing participant engagement in the healthcare simulation setting. The principles discussed are the following: reality is in the mind of the participant, attention is easily misdirected, perception can be manipulated, various cognitive biases can be exploited, and focus must be captured. Using these principles in a healthcare simulation can help fill gaps in fidelity and bring a participant to a point where the situation and events make sense to them, they feel that they are in an appropriate environment, and they are willing to forgive the natural flaws of the simulation itself...
December 2015: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Faizal A Haji, Rabia Khan, Glenn Regehr, James Drake, Sandrine de Ribaupierre, Adam Dubrowski
As interest in applying cognitive load theory (CLT) to the study and design of pedagogic and technological approaches in healthcare simulation grows, suitable measures of cognitive load (CL) are needed. Here, we report a two-phased study investigating the sensitivity of subjective ratings of mental effort (SRME) and secondary-task performance (signal detection rate, SDR and recognition reaction time, RRT) as measures of CL. In phase 1 of the study, novice learners and expert surgeons attempted a visual-monitoring task under two conditions: single-task (monitoring a virtual patient's heart-rate) and dual-task (tying surgical knots on a bench-top simulator while monitoring the virtual patient's heart-rate)...
December 2015: Advances in Health Sciences Education: Theory and Practice
Lauren E Benishek, Elizabeth H Lazzara, William L Gaught, Lygia L Arcaro, Yasuharu Okuda, Eduardo Salas
Simulation-based training (SBT) affords practice opportunities for improving the quality of clinicians' technical and nontechnical skills. However, the development of practice scenarios is a process plagued by a set of challenges that must be addressed for the full learning potential of SBT to be realized. Scenario templates are useful tools for assisting with SBT and navigating its inherent challenges. This article describes existing SBT templates, explores considerations in choosing an appropriate template, and introduces the Template of Events for Applied and Critical Healthcare Simulation (TEACH Sim) as a tool for facilitating the formation of practice scenarios in accordance with an established evidence-based simulation design methodology...
February 2015: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Janice C Palaganas, Chad Epps, Daniel B Raemer
This article explores the evolution and history of interprofessional education (IPE) using healthcare simulation (HCS). The evolution described here demonstrates an achievement of patient safety efforts as a consequence of the historical roots of healthcare and highlights HCS as a progressive method synergistic with IPE. This paper presents a descriptive review that covers the HCS and IPE literature, indicating factors that led to the use of HCS in IPE. Understanding the history of simulation-enhanced IPE provides healthcare educators with fertile ground to support future IPE...
March 2014: Journal of Interprofessional Care
Jill S Sanko, Ilya Shekhter, Richard R Kyle, Stephen Di Benedetto, David J Birnbach
Among the most powerful tools available to simulation instructors is a confederate. Although technical and logical realism is dictated by the simulation platform and setting, the quality of role playing by confederates strongly determines psychological or emotional fidelity of simulation. The highest level of realism, however, is achieved when the confederates are properly trained. Theater and acting methodology can provide simulation educators a framework from which to establish an acting convention specific to the discipline of healthcare simulation...
August 2013: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Roxane Gardner
Debriefing is a lynchpin in the process of learning. As a post-experience analytic process, debriefing is a discussion and analysis of an experience, evaluating and integrating lessons learned into one's cognition and consciousness. Debriefing provides opportunities for exploring and making sense of what happened during an event or experience, discussing what went well and identifying what could be done to change, improve and do better next time. This manuscript serves as an introduction to debriefing, covering a range of topics that include a brief review of its origin, the structure and process of debriefing-specifically in the context of simulation-based medical education, and factors that facilitate effective, successful debriefing...
June 2013: Seminars in Perinatology
Viren N Naik, Susan E Brien
PURPOSE: The purpose of this article is to review the role of technical and nontechnical skills in routine and crisis situations. We discuss the role of different simulation modalities in addressing these skills and competencies to enhance patient safety. PRINCIPAL FINDINGS: Human and system errors are a recognized cause of significant morbidity and mortality. Technical skills encompass the medical and procedural knowledge required for patient care, while nontechnical skills are behaviour-based and include task management, situation awareness, teamwork, decision-making, and leadership...
February 2013: Canadian Journal of Anaesthesia, Journal Canadien D'anesthésie
Gilles Chiniara, Gary Cole, Ken Brisbin, Dan Huffman, Betty Cragg, Mike Lamacchia, Dianne Norman
BACKGROUND: Simulation in healthcare lacks a dedicated framework and supporting taxonomy for instructional design (ID) to assist educators in creating appropriate simulation learning experiences. AIMS: This article aims to fill the identified gap. It provides a conceptual framework for ID of healthcare simulation. METHODS: The work is based on published literature and authors' experience with simulation-based education. RESULTS: The framework for ID itself presents four progressive levels describing the educational intervention...
August 2013: Medical Teacher
S Barry Issenberg, Hyun Soo Chung, Luke Adam Devine
This report reviews and critically evaluates the development of 3 movements in healthcare that have had a profound impact on changes occurring at all levels of medical education: patient safety, healthcare simulation, and competency-based education (exemplified by the Accreditation Council for Graduate Medical Education). The authors performed a critical and selective review of the literature from 1999 to 2011 to identify uses of simulation to address patient-safety issues aligned according to the Accreditation Council for Graduate Medical Education 6 core competencies: (1) patient care; (2) medical knowledge; (3) interpersonal and communication skills; (4) professionalism; (5) practice-based learning; and (6) systems-based practice...
November 2011: Mount Sinai Journal of Medicine, New York
Beth Beam
No abstract text is available yet for this article.
September 2011: Nebraska Nurse
Nancy E Oriol, Emily M Hayden, Julie Joyal-Mowschenson, Sharon Muret-Wagstaff, Russell Faux, James A Gordon
In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles...
September 2011: Advances in Physiology Education
John J Schaefer, Allison A Vanderbilt, Carolyn L Cason, Eric B Bauman, Ronnie J Glavin, Frances W Lee, Deborah D Navedo
This article is a review of the literature focused on simulation as an educational intervention in healthcare. The authors examined the literature based on four key levels: (1) the validity and reliability of the simulator, (2) the validity and reliability of the performance evaluation tool, (3) the study design, and (4) the translational impact. The authors found that the majority of research literature in healthcare simulation does not address the validity and reliability of the simulator or the performance evaluation tool...
August 2011: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Mark W Scerbo, W Bosseau Murray, Guillaume Alinier, Tim Antonius, Jeff Caird, Eric Stricker, John Rice, Richard Kyle
This article addresses the necessary steps in the design of simulation-based instructional systems. A model for designing instructional systems is presented which stipulates that the outcome metrics be defined before the simulation system is designed. This ensures integration of educational objectives and measures of competency into the design and development process. The article ends with a challenge to simulator users and instructors: become involved in the integrated system design process by the daily collection of standardized data and working with the simulation engineers throughout the design process...
August 2011: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
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