Foreword |
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xiii | |
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Introduction |
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xix | |
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Terms of Reference |
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xxi | |
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Section 1 · Simulation Standards |
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1.1 SSH Accreditation Standards |
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2 | (15) |
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Expert's Corner: Simulation: More than Another Tool in the Toolbox |
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4 | (13) |
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1.2 The INACSL Standards of Best Practice |
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17 | (8) |
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1.3 Simulation Center Program Metrics |
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25 | (14) |
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1.4 Development of the SSH Certified Healthcare Simulation Educator Program: Design of a Valid, Defensible, and Cost-Effective Program |
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39 | (10) |
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Expert's Corner: Faculty Development |
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41 | (8) |
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49 | (17) |
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Expert's Corner: Kaiser Permanente's Approach To Patient Safety |
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53 | (13) |
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Section 2 · Types of Simulation Programs |
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2.1 Creating the Infrastructure for a Successful Simulation Program |
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66 | (24) |
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CONSIDER THIS: Simulation Program Scheduling |
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73 | (14) |
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Expert's Corner: Making a Career in Simulation |
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87 | (3) |
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2.2 Optimizing Education with In Situ Simulation |
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90 | (9) |
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99 | (9) |
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Expert's Corner: Mobile Simulation and the Development of SimCOACH |
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105 | (3) |
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2.4 Simulation-Enhanced Interprofessional Education: A Framework for Development |
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108 | (12) |
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Expert's Corner: Teamwork for Simulation Teams? |
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110 | (10) |
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120 | (7) |
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2.6 Just-in-Time Training Programs |
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127 | (8) |
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135 | (18) |
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153 | (10) |
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2.9 A Model for Establishing a Rural Simulation Partnership |
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163 | (9) |
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3.1 A History of Modern-Day Mannequins |
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172 | (11) |
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Expert's Corner: A Memoir---Early Days of Simulation |
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175 | (8) |
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3.2 Mannequins: Terminology, Selection, and Usage |
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183 | (16) |
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3.3 Standardized Patients |
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199 | (14) |
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3.4 Using Embeded Simulated Persons (aka "Confederates") |
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213 | (14) |
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CONSIDER THIS: Using Volunteers |
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215 | (3) |
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CONSIDER THIS: Maintaining Psychological Safety for Embedded Simulated Persons |
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218 | (9) |
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227 | (8) |
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235 | (6) |
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Expert's Corner: Documentation for Simulation (EMR/EHR) |
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237 | (4) |
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241 | (11) |
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3.8 Repurposing of Equipment |
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252 | (7) |
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Expert's Corner: Simulation in Underresourced Countries |
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255 | (4) |
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3.9 Warranties or Fix-It-Yourself? |
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259 | (9) |
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4.1 Where's the Money, Sources of Revenue |
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268 | (15) |
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Expert's Corner: Funding for Healthcare Simulation Research |
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274 | (9) |
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4.2 Establishing a Simulation Program Budget |
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283 | (8) |
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4.3 Creating a Fee Structure |
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291 | (10) |
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CONSIDER THIS: A Quick Way to Estimate Cost/Hour |
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299 | (2) |
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4.4 How to Write a Thorough Business Plan |
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301 | (12) |
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Expert's Corner: Interacting with Boards |
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303 | (10) |
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4.5 How to Create Leadership and Organizational Buy-In |
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313 | (8) |
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Expert's Corner: How to Create Champions |
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315 | (6) |
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4.6 Fundraising: A Potential Additional Source of Income for the Research and Educational Activities of a Healthcare Simulation Program |
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321 | (8) |
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329 | (5) |
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334 | (12) |
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5.1 Business Needs and Assets Assessment |
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346 | (8) |
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5.2 Policies and Procedures |
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354 | (10) |
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5.3 Writing and Implementing a Strategic Plan |
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364 | (13) |
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Expert's Corner: Projects Galore! Scrumban: A Solution to Managing too Many Projects |
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373 | (4) |
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5.4 Developing a Systematic Program Evaluation Plan |
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377 | (14) |
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CONSIDER THIS: Program Evaluation Plans |
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388 | (3) |
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5.5 Management of Standardized Patient Programs |
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391 | (32) |
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Expert's Corner: Standardized Patients in Health Professions Education: A Proxy for Real Patients? |
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394 | (29) |
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5.6 Simulation Alliances, Networks, and Collaborates |
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423 | (11) |
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Expert's Corner: Research Networks |
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428 | (3) |
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Expert's Corner: Stem and Sim |
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431 | (3) |
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Section 6 · Environmental Design |
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6.1 Building a Simulation Center: Key Design Strategies and Considerations |
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434 | (21) |
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Expert's Corner: Challenges for Simulation in Latin America |
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453 | (2) |
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6.2 Space: Potential Locations to Conduct Full-Scale Simulation-Based Education |
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455 | (10) |
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6.3 Technical Infrastructure |
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465 | (14) |
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6.4 Transitioning to a New Center |
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479 | (9) |
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Section 7 · Educational Development |
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7.1 Assessing Learning Needs |
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488 | (8) |
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CONSIDER THIS: How to Integrate Simulation into Prelicensure Curriculum |
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492 | (4) |
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7.2 Common Theories in Healthcare Simulation |
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496 | (13) |
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Expert's Corner: Simulation Theories |
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505 | (4) |
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7.3 Assessment in Healthcare Simulation |
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509 | (27) |
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Expert's Corner: A Clear Message Emerges from the NLN High-Stakes Assessment Project |
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511 | (2) |
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CONSIDER THIS: Bias Found in Healthcare Simulation |
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513 | (19) |
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Expert's Corner: High-Stakes Simulation and Physician Assessment |
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532 | (4) |
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7.4 Continuing Medical Education |
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536 | (10) |
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Section 8 · Faculty Development |
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8.1 Educator Training and Simulation Methodology Courses |
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546 | (12) |
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Expert's Corner: An Unconventional Journey to Healthcare Simulation |
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548 | (2) |
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Expert's Corner: Why Scenario Facilitators Should Not Be Novice |
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550 | (8) |
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558 | (15) |
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Expert's Corner: Three Legs of a Successful Teamwork Program |
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565 | (8) |
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573 | (9) |
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Expert's Corner: Helping Learners "Buy In" to Simulation |
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579 | (3) |
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8.4 Expecting the Unexpected: Contingency Planning for Healthcare Simulation |
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582 | (10) |
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8.5 The Ethics of Simulation |
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592 | (12) |
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Expert's Corner: Death in Simulation |
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597 | (7) |
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9.1 Research in Healthcare Simulation |
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604 | (11) |
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Expert's Corner: Research in Healthcare Simulation |
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607 | (8) |
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9.2 Simulation Research Considerations |
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615 | (9) |
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Expert's Corner: Research in Simulation |
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618 | (6) |
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9.3 Institutional Review Board |
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624 | (26) |
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650 | |
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Index |
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