QHPE 601 Simulation Learning Outcomes and Simulation-based Learning PDF

Evidence-based Teaching & Learning QHPE 601 Evidence-based Teaching and Learning Unit 2: Selection of approaches to teaching delivery Week 6: Workplace Based Learning Clinical and Simulation Module 2: Learning Outcomes and Simulation-based learning 2 Learning...

Evidence-based Teaching & Learning QHPE 601 Evidence-based Teaching and Learning Unit 2: Selection of approaches to teaching delivery Week 6: Workplace Based Learning Clinical and Simulation Module 2: Learning Outcomes and Simulation-based learning 2 Learning Objective Identify learning outcomes compatible with simulation-based learning 3 Common Types of Simulation Computer and virtual reality Patient simulators/manikins Game-based Simulated patients and participants​ Task trainers Hybrid Surgical skills 4 Computer Simulation https://dxrgroup.com/healthcare-education-products/dxr-nursing-select/ 5 Virtual Reality 6  Game-based Simulation https://www.touchsurgery.com/simulations 7 Task Trainers 8 Patient Simulators & Manikins 9 Simulated Patients and Participants 10 Hybrid 11 Surgical Skills 12 Choosing the Type of Simulation When we are deciding what type of simulation to do, we don't just automatically use the best or most advanced simulator we have. Each resource we have is designed for a different purpose. Think about the following while selecting the type of Simulation. What is the expected learning outcome? Which type of simulation best matches the objectives? Do I need to immerse the learners, or will they practice discrete skills? What level are my learners? What are they capable of? How close to reality does the simulation need to be? Choose what best supports the learning objectives, learners, and resources that are available (Leighton, 2016) 13 SimZones A system for matching simulation development and delivery approaches to specific learning needs (Roussin and Weinstock, 2017). SimZones was developed by Christopher Roussin and Peter Weinstock from Harvard Medical School. SimZones is a structure to guide educators in developing their simulation activities based on their learning objectives and the method of simulation that will best meet these objectives. This is an organizational system for simulation-based learning and was designed also to manage some challenges they were having with training their educators, determining how best to optimize the learner groups to enhance learning, and how to balance the simulation delivery models of their center, amongst other problems. 14 SimZones There are five different SimZones and SimZone 0 each is designed for different participants and learning goals, signal and noise, action and debrief. SimZone 1 SimZone 2 SimZone 3 SimZone 4 15 SimZone In SimZone 0, the simulator provides the feedback based on the learners’ performance. An instructor may not be present, so the learner interacts with a simulator that provides automatic feedback. 16 SimZone 1 Zone 1 simulations are typically used for learning foundational clinical skill sets. These are instructor or peer-led “how-to” sessions. Typical learners in zone 1 are individuals or small groups of clinicians. 17 SimZone 2 Zone 2 simulations include partial or full clinical teams of all skill levels and may be one profession or interdisciplinary. The educator plans an activity for learners to apply the skills in a specific situation. 18 SimZone 3 SimZone 3 is for the continuous development of teams and the healthcare system. In SimZone 3, the learners will be working as a team who works in the same environment. While team members may not always be the same, the team must have their normal mix of members. 19 SimZone 4 The concept of Zone 4 refers to the debriefing and development associated with real patient care (not simulation). The debriefing methods used in Zone 3 simulations can also be used for team debriefings after real patient events. https://www.qualityhealth.org/wpsc/2019/11/14/culture-of-safety-and-debriefing-for-change/ 20 Here is a handy visual that you can print off for reference. 21 Additional References Leighton, K. (2016). Simulation program delivery models. In C. Foisy-Doll, & K. Leighton (Eds.). Simulation champions: Fostering courage, caring, and connection. Philadelphia, PA: Wolters Kluwer. Leighton, K. (2016). The evolution of cutting edge technology: Today’s simulation typologies. In C. Foisy-Doll, & K. Leighton (Eds.). Simulation champions: Fostering courage, caring, and connection. Philadelphia, PA: Wolters Kluwer. 22