QHPE 601 Simulation Creating a Simulation-based Experience PDF

Evidence-based Teaching & Learning QHPE 601 Evidence-based Teaching and Learning Workplace Based Learning Clinical and Simulation Module 3: Creating a Simulation-based Experience; Value of Debriefing 2 Learning Objectives Describe the steps in preparing a...

Evidence-based Teaching & Learning QHPE 601 Evidence-based Teaching and Learning Workplace Based Learning Clinical and Simulation Module 3: Creating a Simulation-based Experience; Value of Debriefing 2 Learning Objectives Describe the steps in preparing a simulation Describe the impact of debriefing on learning outcomes 3 Example of Interdisciplinary Simulation Scenario Source: https://www.youtube.com/watch?v=rY9yFs6bxuE 4 Interprofessional Pediatric Simulation Training Source: https://www.youtube.com/watch?v=r3AIocJjvlo 5 Steps in Preparing a Simulation-based Learning Experience Needs assessment Overarching goal & measurable learning objectives Determine type or format of simulation (manikin, task trainer; SimZone) Create scenario Fidelity Pilot test Learner preparation Prebriefing Facilitation Debriefing Evaluation 6 7 Steps in Preparing a Simulation-based Learning Experience (Cont. 1) Needs assessment Helps determine gaps in knowledge, skills, attitudes and behaviors Needs may be implied, articulated, or demonstrated A variety of sources should be used 8 Steps in Preparing a Simulation-based Learning Experience (Cont. 2) Overarching goal Brief, general statement about what learners should know and be able to do Measurable learning objectives Specifically describes what knowledge, skills, attitudes and behaviors should be demonstrated Guide and direct learners to focus on what needs to be learned Sets priorities, shows the learner what behaviors are valued Focuses and organizes the instructor when creating the scenario. SMART objectives: Specific, Measurable, Achievable, Realistic, and Time-bound Use active verbs at Bloom’s level of Application and above Consider the level of the learner 9 Steps in Preparing a Simulation-based Learning Experience (Cont. 3) Determine type or format of simulation Virtual reality Task trainer Game Patient simulator/manikin Simulated patient/participant Computer-based Hybrid SimZone 0-4 10 Steps in Preparing a Simulation-based Learning Experience (Cont. 4) Create scenario The setting/environment​ Patient history​ Patient physiology​ Learner roles​ Expected interventions and behaviors of learners​ Patient response to correct or incorrect interventions​ Staffing requirements​ Room set up, simulators, props​ Programming plan for operations staff​ Instructions for simulated participants​ Debriefing and evaluation plan​ 11 Creating Your Own Scenarios Clinical experiences Confidentiality Needs assessment Learning objectives Know the 'why' Subject matter experts Interprofessional representatives 12 Storyboarding Linear Process Visual, Graphical Process 13 Steps in Preparing a Simulation-based Learning Experience (Cont. 5) Fidelity The degree to which a simulated experience approaches reality; as fidelity increases, realism increases. The level of fidelity is determined by the environment, the tools and resources used, and many factors, associated with the participants. (INACSL, 2016)​ Types of fidelity: Physical/environmental; moulage and props Conceptual Psychological 14 15 Steps in Preparing a Simulation-based Learning Experience (Cont. 6) Prebriefing An information or orientation session held prior to the start of a simulation activity in which instructions or preparatory information is given to the participants." (Healthcare Simulation Dictionary, 2020)​ Establish psychologically safe environment Elements of prebriefing Setting the scene​ Expectations​ Debriefing​ Simulation scenario​ Simulation room orientation​ Preparation time​ 16 Steps in Preparing a Simulation-based Learning Experience (Cont. 7) Facilitation “A method and strategy used by a trained facilitator that occurs throughout the simulated clinical experience in which a person helps to bring about an outcome(s) by providing guidance” (INACSL, 2016) Components of facilitation: Focus on performance Guidance Participant engagement Time/length 17 Steps in Preparing a Simulation-based Learning Experience (Cont. 8) Learner preparation “Provide preparation materials and resources to promote participants’ ability to meet identified objectives and achieve expected outcomes” (INACSL, 2016) Address expected knowledge, skills, attitudes, and behaviors Decide this after the scenario has been created Identify preparation activities to promote the best opportunity for success Reading assignments, skills practice, lecture notes, videos, pretest, etc Complete before prebriefing 18 Steps in Preparing a Simulation-based Learning Experience (Cont. 9) “All simulation-based experiences include a planned debriefing session aimed at improving future performance (INACSL, 2016) Debriefing should be done by someone who has observed the entire scenario Psychological safety is of utmost importance Leads to self-awareness, increased self-efficacy, transfer of KSA to promote safe, quality patient care Think about cultural differences Debriefers should have formal training in debriefing techniques 19 Debriefing Models Debriefing models should be based on a theoretical framework GAS: Gather, analyze, summarize Debriefing with Good Judgment PEARLS: Promoting Excellence and Reflective Learning in Simulation Debriefing for Meaningful Learning Plus-Delta 3D Model of Debriefing OPT Model of Clinical Reasoning Reflection 20 Steps in Preparing a Simulation-based Learning Experience (Cont. 10) “Include an evaluation of the participants, facilitators, simulation-based experience, facility, and support team” (INACSL, 2016) Evaluation should match learning objectives Select or develop valid and reliable tool Ensure learners know how they will be evaluated Ensure the learners know why they are being evaluated Use evaluation data to assess the simulation program for quality improvement Evaluating Healthcare Simulation: sim-eval.org 21 Steps in Preparing a Simulation-based Learning Experience (Cont. 11) Pilot test before full implementation Before used with learners The entire experience Accomplishes intended purpose Provides opportunity to meet objectives Effective learning experience Modify as needed Confusing, missing, underdeveloped elements Test on audience similar to the learners Include evaluation of the evaluation tools 22