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Questions and Answers
Simulation is designed to recreate real events or problems to allow learners to reach competence through deliberate practice.
Simulation is designed to recreate real events or problems to allow learners to reach competence through deliberate practice.
True
The information doubling time from 1980 to 2000 was 12 hours.
The information doubling time from 1980 to 2000 was 12 hours.
False
The approach of 'Practice makes Perfect and Permanent' is sourced from the National Training Laboratories of Applied Behaviour Science.
The approach of 'Practice makes Perfect and Permanent' is sourced from the National Training Laboratories of Applied Behaviour Science.
True
Virtual simulation is one of the modalities of simulation teaching.
Virtual simulation is one of the modalities of simulation teaching.
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Scaffold CPD refers to a continuous development program in clinical practice.
Scaffold CPD refers to a continuous development program in clinical practice.
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High fidelity mannequins are used only in Year 1 of clinical training.
High fidelity mannequins are used only in Year 1 of clinical training.
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Ibn AlBitair was involved in the clinical simulation center.
Ibn AlBitair was involved in the clinical simulation center.
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Simulated patients are used only for history taking and not for practical skills training.
Simulated patients are used only for history taking and not for practical skills training.
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Simulation teaching replaces 100% clinical hours in hospitals without any negative impact.
Simulation teaching replaces 100% clinical hours in hospitals without any negative impact.
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The infection rate decreased from 3.2/1000 catheter days to 0.5/1000 catheter days post-intervention.
The infection rate decreased from 3.2/1000 catheter days to 0.5/1000 catheter days post-intervention.
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Teaching is solely about providing information to students.
Teaching is solely about providing information to students.
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Students are expected to be perfect and make no mistakes in a clinical learning environment.
Students are expected to be perfect and make no mistakes in a clinical learning environment.
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A Community of Practice involves collaboration among peers to resolve common issues.
A Community of Practice involves collaboration among peers to resolve common issues.
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Simulation has no impact on the training of nursing students.
Simulation has no impact on the training of nursing students.
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It is essential for faculty to model good behavior for their students.
It is essential for faculty to model good behavior for their students.
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Control groups showed a lower infection rate compared to post-intervention rates.
Control groups showed a lower infection rate compared to post-intervention rates.
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Simulation teaching can enhance the acquisition of new skills, knowledge, or attitudes.
Simulation teaching can enhance the acquisition of new skills, knowledge, or attitudes.
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The infection rates decreased from 5.03/1000 catheter days to 0.5/1000 catheter days after implementing new practices.
The infection rates decreased from 5.03/1000 catheter days to 0.5/1000 catheter days after implementing new practices.
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The information doubling time reduced from 8 years between 1980 and 2000 to 12 hours by 2020.
The information doubling time reduced from 8 years between 1980 and 2000 to 12 hours by 2020.
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Community of Practice focuses on individual performance rather than collaboration among peers.
Community of Practice focuses on individual performance rather than collaboration among peers.
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The phrase 'Practice makes Perfect and Permanent' originated from the National Training Laboratories of Applied Behaviour Science.
The phrase 'Practice makes Perfect and Permanent' originated from the National Training Laboratories of Applied Behaviour Science.
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Students are expected to make mistakes while learning in a clinical environment.
Students are expected to make mistakes while learning in a clinical environment.
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The role of faculty is to simply deliver information without engaging students.
The role of faculty is to simply deliver information without engaging students.
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High fidelity mannequins are exclusively used in the later years of clinical training, specifically Year 4 and 5.
High fidelity mannequins are exclusively used in the later years of clinical training, specifically Year 4 and 5.
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Simulation teaching involves various modalities, including virtual simulation and simulated patients.
Simulation teaching involves various modalities, including virtual simulation and simulated patients.
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Full-time clinical teaching can be fully replaced with simulation without any impact on student readiness.
Full-time clinical teaching can be fully replaced with simulation without any impact on student readiness.
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Simulation teaching is primarily focused on theoretical knowledge.
Simulation teaching is primarily focused on theoretical knowledge.
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Scaffold CPD refers to a continuous development program that does not involve any clinical practice.
Scaffold CPD refers to a continuous development program that does not involve any clinical practice.
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High fidelity mannequins are used exclusively after initial clinical training years.
High fidelity mannequins are used exclusively after initial clinical training years.
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Simulation is effective in training nursing students and has shown measurable impacts on their skills development.
Simulation is effective in training nursing students and has shown measurable impacts on their skills development.
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The use of simulated patients is limited to history taking only.
The use of simulated patients is limited to history taking only.
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Students in a clinical learning environment are expected to make no mistakes during their training.
Students in a clinical learning environment are expected to make no mistakes during their training.
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Information doubling time increased from 8 years to 12 hours from 1980 to 2020.
Information doubling time increased from 8 years to 12 hours from 1980 to 2020.
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The practice approach that emphasizes 'Perfect Practice equals Perfect Performance' originates from a contemporary source.
The practice approach that emphasizes 'Perfect Practice equals Perfect Performance' originates from a contemporary source.
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All high fidelity mannequins are used exclusively in advanced years of clinical education.
All high fidelity mannequins are used exclusively in advanced years of clinical education.
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Simulation encompasses both virtual and hybrid modalities in teaching.
Simulation encompasses both virtual and hybrid modalities in teaching.
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Simulated patients are solely employed for practical skills training in clinical education.
Simulated patients are solely employed for practical skills training in clinical education.
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Simulation is intended to entirely replace hands-on clinical experience across all medical training.
Simulation is intended to entirely replace hands-on clinical experience across all medical training.
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Students in clinical environments are anticipated to make mistakes during their training.
Students in clinical environments are anticipated to make mistakes during their training.
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The introduction of new practices resulted in a decrease in catheter-related infection rates.
The introduction of new practices resulted in a decrease in catheter-related infection rates.
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There was a reduction in central line infection rates from $3.2/1000$ catheter days to $0.5/1000$ catheter days post-intervention.
There was a reduction in central line infection rates from $3.2/1000$ catheter days to $0.5/1000$ catheter days post-intervention.
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A Community of Practice focuses on individual achievement rather than group collaboration.
A Community of Practice focuses on individual achievement rather than group collaboration.
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Students in a clinical learning environment are encouraged to make mistakes to facilitate learning.
Students in a clinical learning environment are encouraged to make mistakes to facilitate learning.
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Simulation teaching completely negates the need for any clinical hours in hospitals.
Simulation teaching completely negates the need for any clinical hours in hospitals.
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Teaching is defined solely as the delivery of information without student engagement.
Teaching is defined solely as the delivery of information without student engagement.
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The control group showed higher infection rates compared to post-intervention rates.
The control group showed higher infection rates compared to post-intervention rates.
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Simulation teaching does not have any measurable impact on nursing students' clinical competency.
Simulation teaching does not have any measurable impact on nursing students' clinical competency.
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The phrase 'Practice makes Perfect and Permanent' is widely attributed to ancient teachings.
The phrase 'Practice makes Perfect and Permanent' is widely attributed to ancient teachings.
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Study Notes
Introduction to Simulation Teaching
- Simulation involves interactive and immersive activities that recreate real-world scenarios.
- These scenarios are either dangerous, difficult, or rare to experience in real life.
- Simulation allows learners to improve their competence through deliberate and repeated practice.
Information Doubling Time
- The doubling time of information has dramatically decreased.
- It used to be an 8-year doubling time from 1980 to 2000.
- Now, it's only 12 hours.
Historical Context
- Madame du Coudray, a French midwife, authored "Abbrégé de l’art des accouchement" (Summary of the Art of Delivery) in 1769.
- This book is seen as an early example of simulation in healthcare education.
Practice and Mastery
- The phrase "Practice makes Perfect and PERMANENT" emphasizes the significance of continuous practice for skill development and retention.
- This concept originates from the National Training Laboratories of Applied Behaviour Science.
The New Paradigm of Learning
- The new paradigm of learning encourages individuals to embrace uncertainty.
- It emphasizes learning from mistakes and actively seeking to improve through practice.
- This shift away from a "sage on the stage" approach to learning is important.
Scaffolding and CPD
- A structured approach to learning should be implemented, using techniques like scaffolding and continuing professional development (CPD).
- This can encompass various modalities and levels of simulation, such as:
- Year 1, 2, and 3: Task training, simulated patient history taking, competency assessments.
- Year 4 and 5: High-fidelity mannequins and simulated patients for different specialties, including OBGYN, Pediatrics, Medicine, Surgery, and Anesthesia.
Modalities of Simulation Teaching
- Simulation teaching encompasses various modalities, including:
- Virtual Simulation
- Simulated Patients
- Part Task Trainers
- Hybrid Part Task Trainers
- High-Fidelity Mannequins
The Effectiveness of Simulation
- Research has shown that simulation-based learning can be effective in improving clinical skills and outcomes.
- In one study, nursing students who received 25% or 50% simulation-based training showed no difference in knowledge, clinical competency, or readiness to practice compared to those who received 100% traditional clinical teaching.
- Simulation has also been shown to improve patient safety, as demonstrated by a significant reduction in central line infection rates in ICU and medical residents.
Community of Practice
- To foster a community of practice:
- Encourage student participation and interaction through discussions.
- Emphasize the importance of collaboration and learning from one another.
- Recognize the value of peer feedback and shared expertise.
The Importance of a Safe Learning Environment
- Simulation provides a safe space for students to learn:
- Students should feel comfortable making mistakes.
- The focus should be on learning and improvement.
Faculty Role
- The role of the faculty member is to:
- Motivate students
- Foster an atmosphere of inquiry
- Model good behavior
- Examine learner perspectives
- Encourage reflection.
Expectations
- It is expected that students:
- Have good intentions
- Are committed to learning
- Are open to improvement
- Recognize that mistakes are an important part of the learning process.
Introduction to Simulation Teaching
- Simulation is interactive and immersive, recreating real events or problems that are dangerous, difficult, or rare, helping learners reach competence through deliberate and repeated practice.
- The amount of information we process has a doubling time, which was 8 years in 1980-2000, but is now 12 hours in 2020.
- The saying “Practice makes Perfect and Permanent” highlights the importance of practice for skill development and retention.
Simulation Teaching Paradigm
- The new paradigm emphasizes learning what we don't know and practicing to improve.
-
Scaffolding Approach uses various modalities to guide students through different learning stages.
- **Year 1, 2, & 3: ** Focuses on knowledge application, simulated patient history taking, and task training, ending with competency sign-off.
- Year 4 & 5: Emphasizes high-fidelity mannequin and simulated patients, with scenarios for OBGYN, Paediatrics, Medicine, Surgery, and Anaesthetics.
Modalities of Simulation Teaching
- Virtual Simulation uses computer-based programs to create immersive virtual environments for learning.
- Simulated Patients are actors trained to portray specific patient scenarios, providing realistic interaction for students.
- Part-Task Trainers are tools that allow students to practice specific skills in a safe environment.
- Hybrid employs both virtual simulation and part-task trainers, allowing students to practice multiple skills and scenarios.
- High-Fidelity Mannequins provide a realistic representation of a human patient with various anatomical features and physiological responses.
Does Simulation Work?
- Studies have shown that simulation can be as effective as traditional clinical hours in improving knowledge, clinical competency, and readiness to practice.
- Replacing clinical hours with simulation has no negative impact on student performance.
- Simulation has been shown to reduce central line infection rates in ICU and medicine residents, demonstrating its effectiveness in improving safety practices.
Simulation Teaching Benefits
- Offers a safe learning environment, allowing students to make mistakes without consequences and learn from them.
- Enables community of practice, allowing students to learn from their peers and engage in discussions.
- Encourages participation, allowing students to actively contribute to their learning environment.
- Fosters identity by contributing to their professional development.
- The role of faculty in simulation teaching is to:
- Motivate students
- Provide an atmosphere of enquiry
- Model good behavior
- Examine learner's perspectives and provoke reflection
Introduction to Simulation Teaching
- Simulation - interactive and immersive learning recreating real events/problems that are dangerous, difficult or rare
- Allows learners to reach competence through deliberate and repeated practice
- Information doubling time- 8 year doubling time 1980-2000, 12 hour doubling time 2020
History
- Madame du Coudray published "Summary of the Art of Delivery" in 1769
- "Practice makes Perfect and PERMANENT" - National Training Laboratories of Applied Behaviour Science, Bethel
New Paradigm
- Know what you don't know - Don't feel bad about it
- Practice to improve
Scaffold Approach to Skills Mastery
-
Years 1, 2 & 3
- Knows How: Simulated Patient History Taking, Task Training clinical skills - Competency sign off at task
-
Year 4 & 5
- Shows How: High Fidelity Mannequin & Simulated Patients - OBGYN, Paediatrics Medicine, Surgery, Anaesthetics (adapted from Miller 201)
-
Intern Year
- Does in practice: High Fidelity Mannequin Scenarios
Modalities of Simulation Teaching
- Virtual Simulation
- Simulated Patients
- Part task trainers
- Hybrid - Part task trainers
- High Fidelity Mannequins
Does Simulation Work?
-
Hayden 2014
- Nursing students randomised: 100% full time clinical teaching, 25% simulation of clinical environment and 50% simulation of clinical teaching
- There was no difference in performance, knowledge, clinical competency or readiness to practice.
-
Barsuk 2009
- ICU and medicine residents
- Reduction in Central Line Infection
- Infection rate pre- 3.2/1000 catheter days
- Post- 0.5/1000 catheter days
- Control groups - 5.03/1000 catheter days
What Thoughts Do You Now Have About Simulation Teaching?
- Learning is the acquisition of new knowledge, skills or attitudes
- Teaching is providing the opportunity for that to happen
My Role As Faculty
- Motivate you
- Provide an atmosphere of enquiry
- Model good behaviour
- Examine learners' perspectives and provoke reflection
A Safe Learning Environment
- Basic assumptions:
- Students have good intentions
- Trying to do their best to learn and improve
- Likely make mistakes along the way
- This is the place to make those mistakes
My Expectations
- Community of Practice
- Informal group of peers with a common sense of purpose
- A common need to resolve issues
- A common need to develop: expertise, knowledge or innovation
- Participation: discussion, interaction and identity
- A student's colleagues often represent the least recognized, least-used and possibly the most important of all the resources available to them. (Mackenzie et al., 1970).
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Description
Explore the role of simulation in healthcare education, including its historical context and modern implications. Understand how simulation enhances skills through practice and the impact of information doubling in this field.
