QHPE 601 Simulation Overview of Clinical 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 1: Overview of Clinical and Simulation-based Learning 2 Lear...

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 1: Overview of Clinical and Simulation-based Learning 2 Learning Objectives 1. Compare and contrast traditional clinical education with simulation-based learning 2. Identify learning outcomes compatible with simulation-based learning 3. Describe the steps in preparing a simulation 4. Evaluate an example simulation of do’s and don’ts of simulation-based learning 5. Describe the impact of debriefing on learning outcomes 3 What is Simulation? “A technique, not a technology, to replace or amplify real experiences with guided experiences, often immersive in nature, that evoke or replicate substantial aspects of the real world in a fully interactive fashion” (Gaba, 2004, p. 2). It promotes, improves, validates performance (INACSL Standards, 2016) Simulation-based education is an active teaching/learning strategy that uses a variety of types of simulation to engage learners in caring for replicas of real patients or patient situations. 4 Standards of Best Practice for Simulation Simulation-based learning is guided by best practices that are developed from research evidence. The first of these, INACSL or the International Nursing Association of Clinical Simulation and Learning was started in 2009 and published in 2011. The 4th edition will be released this fall. One of the challenges has been the word ‘nursing’ in the title of the organization. This has led others disciplines to think the standards are only for nursing. The organization has changed the name to Healthcare Standards in their new edition. Healthcare Standards of Best Practice: SimulationTM (INACSL) Standards of Best Practice (ASPE) Simulation-based Education in Healthcare – Standards Framework and Guidance (ASPiH) Accreditation Standards (SSH) Healthcare Simulation Dictionary (2nd ed) (SSH) 5 Standards of Best Practice for Clinical Training General Medical Council Standards for Medical Education & Training Learning environment and culture Supporting learners Supporting educators Developing & implementing curricula and assessments World Federation for Medical Education Global Standards for Quality Improvement Basic and Postgraduate Medical Education 6 Growth of Simulation Teaching medical students and clinicians within the traditional clinical environment of a hospital or clinic has been the standard since the beginning of medical education, though it has evolved over the years. Many believe there is no substitution for learning while taking care of real patients. There are many reasons why simulation has become more common in the past 15-20 years: Lack of clinical sites Need to increase enrollment Decreased availability of patients Patients too sick for beginning level learners Learners often delegated to observe rather than participate Limited hands-on with critically ill patients 7 How is Simulation Different than Clinical? The facilitator controls the patient and the environment Provides experiences not available in the clinical area Can pause the action Can observe students closely Provides concentrated learning Gives immediate feedback Allow independent care of critically ill patients No one gets hurt 8 We Need Both! Traditional clinical education is vital for socialization into the role of physician Simulation allows repetitive practice of technical and non-technical skills until mastery without potential harm to real people 9 Additional References Gaba, D. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13 (Suppl 1), 2- 10.​ http://dx.doi.org/10.1136/qshc.2004.009878 10