| About the Authors |
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vii | |
| Contributing Authors |
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ix | |
| Foreword |
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xxxiii | |
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| Foreword |
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xxxv | |
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| Introduction |
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xxxvii | |
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1 Foundations of Simulation |
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1 | (26) |
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Introduction to Simulation |
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1 | (1) |
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2 | (1) |
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3 | (3) |
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Patient Safety and Quality |
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3 | (1) |
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4 | (1) |
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Transformation in Education |
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4 | (2) |
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6 | (1) |
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7 | (4) |
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9 | (1) |
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9 | (1) |
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10 | (1) |
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10 | (1) |
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10 | (1) |
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Advanced Patient Simulators |
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10 | (1) |
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Theoretical Foundation of Simulation |
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11 | (7) |
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11 | (3) |
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14 | (4) |
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18 | (3) |
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21 | (6) |
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21 | (6) |
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2 Developing Clinical Competence and Confidence |
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27 | (22) |
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28 | (5) |
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28 | (2) |
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30 | (2) |
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32 | (1) |
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33 | (5) |
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35 | (1) |
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Acquiring and Maintaining Competence |
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36 | (2) |
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38 | (1) |
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The Confidence-Competence Connection |
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38 | (2) |
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Simulation and Clinical Competency |
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40 | (4) |
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44 | (5) |
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44 | (5) |
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3 Creating Effective Simulation Environments |
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49 | (38) |
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52 | (15) |
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52 | (8) |
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60 | (6) |
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66 | (1) |
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67 | (1) |
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Safe Learning Environment |
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68 | (3) |
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71 | (1) |
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71 | (6) |
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77 | (1) |
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78 | (9) |
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84 | (3) |
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4 Creating Effective, Evidence-Based Scenarios |
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87 | (38) |
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92 | (18) |
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Phase I: Planning and Pre-Briefing |
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92 | (13) |
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Phase II: Planning for Scenario Implementation |
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105 | (2) |
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Phase III: Planning for Debriefing and Evaluation |
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107 | (3) |
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Pilot Testing and Periodic Review |
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110 | (1) |
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111 | (14) |
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123 | (2) |
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5 Debriefing and Reflective Practice |
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125 | (18) |
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Setting the Stage for Debriefing |
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127 | (4) |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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130 | (1) |
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130 | (1) |
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131 | (2) |
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132 | (1) |
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Discussion of a Video Recording |
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132 | (1) |
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133 | (1) |
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133 | (3) |
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Debriefing for Meaningful Learning |
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134 | (1) |
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Debriefing with Good Judgment |
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134 | (1) |
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Outcome, Present State, Test Model Debriefing |
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135 | (1) |
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Other Debriefing Structures |
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135 | (1) |
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136 | (2) |
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Debriefing Experience Scale (DES) |
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136 | (1) |
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Debriefing Assessment for Simulation in Healthcare (DASH) |
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137 | (1) |
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138 | (1) |
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139 | (4) |
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139 | (4) |
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6 Evaluating Simulation Effectiveness |
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143 | (16) |
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144 | (1) |
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145 | (3) |
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Guidelines for Evaluations at Each Level |
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146 | (1) |
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Highlights and Challenges of Evaluations at Each Level |
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147 | (1) |
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148 | (1) |
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Instruments and Methods for Evaluation at Each Level |
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148 | (4) |
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Additional Resources for Identifying Existing Instruments |
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149 | (1) |
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Methods for Evaluating Participants in Simulation Endeavors |
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150 | (1) |
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Considerations When Selecting an Instrument |
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151 | (1) |
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Evaluation Exemplar---Academic Setting |
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152 | (2) |
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Evaluation Exemplar---Practice Setting |
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154 | (1) |
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155 | (4) |
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156 | (3) |
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7 Using Simulation With Specific Learner Populations |
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159 | (16) |
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161 | (2) |
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161 | (1) |
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162 | (1) |
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162 | (1) |
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163 | (1) |
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163 | (1) |
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163 | (2) |
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164 | (1) |
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New Graduate Registered Nurses |
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165 | (5) |
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Experienced Clinical Staff |
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170 | (2) |
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172 | (1) |
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173 | (2) |
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174 | (1) |
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8 Using Health Care Simulation for Interprofessional Education and Practice |
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175 | (30) |
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178 | (2) |
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180 | (1) |
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The Benefits and Challenges of Simulation-Enhanced IPE |
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181 | (5) |
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Themes in Simulation-Enhanced IPE |
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183 | (3) |
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186 | (5) |
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Competencies and Recommendations |
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186 | (5) |
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Characteristics That Influence Outcomes in Simulation-Enhanced IPE |
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191 | (7) |
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The Challenge of a New Science |
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191 | (1) |
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192 | (4) |
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196 | (2) |
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Simulation and Evaluation Design |
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198 | (1) |
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199 | (2) |
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199 | (1) |
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199 | (2) |
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201 | (4) |
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201 | (4) |
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9 Using Simulation in Academic Environments to Improve Learner Performance |
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205 | (20) |
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Educational Theory and Simulation |
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206 | (1) |
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Achieving Objectives Through Simulation |
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207 | (8) |
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208 | (4) |
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Acquisition and Mastery of Psychomotor Skills |
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212 | (1) |
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Early Recognition and Rescue of Patients |
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213 | (2) |
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Developing Team-Based and Interprofessional Practice Competencies |
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215 | (2) |
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Aligning Technology With Objectives |
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217 | (2) |
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Using Simulation for Instruction or Evaluation |
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219 | (3) |
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222 | (3) |
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222 | (3) |
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10 Using Simulation in Hospitals and Health Care Systems to Improve Outcomes |
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225 | (16) |
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227 | (1) |
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228 | (1) |
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Initial Program Development |
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229 | (1) |
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Developing a Simulation Lab in a Clinical Setting |
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230 | (1) |
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The Initial Simulation Technology Purchases |
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231 | (1) |
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Creating Global and Curriculum-Based Objectives |
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232 | (1) |
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Creating "Real" Simulations in a Lab |
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232 | (2) |
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In Situ Simulation: Simulation in the "Real" World |
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234 | (2) |
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Implementing a Hospital-Based In Situ Simulation Program |
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234 | (2) |
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Staffing Simulation Programs in the Clinical Setting |
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236 | (1) |
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237 | (4) |
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238 | (3) |
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11 Using Simulation for Risk Management and Quality Improvement |
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241 | (20) |
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242 | (5) |
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242 | (2) |
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244 | (2) |
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246 | (1) |
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247 | (3) |
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248 | (1) |
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248 | (1) |
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249 | (1) |
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250 | (3) |
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250 | (1) |
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Maintenance of Competency |
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250 | (2) |
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Privileging, Reentry, and Expansion of Practice |
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252 | (1) |
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252 | (1) |
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253 | (4) |
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253 | (2) |
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255 | (2) |
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257 | (4) |
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257 | (4) |
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12 Using Simulation for Research |
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261 | (24) |
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261 | (2) |
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Overview of Simulation Research |
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263 | (6) |
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Why Simulation Is an Effective Strategy |
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263 | (1) |
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Evidence That Supports the Use of Simulation |
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264 | (2) |
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Evidence That Questions the Use of Simulation |
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266 | (1) |
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267 | (2) |
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Designing a Research Project Using Simulation |
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269 | (4) |
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269 | (2) |
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Aims, Objectives, and Hypotheses |
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271 | (1) |
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271 | (2) |
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273 | (3) |
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Special Concerns for Research With Students and Employees |
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276 | (1) |
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Team Measures Versus Individual Measures |
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277 | (1) |
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278 | (1) |
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Anonymity, Confidentiality, and Privacy |
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279 | (1) |
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Coming Full Circle: Translating Simulation-Based Research to the Bedside |
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280 | (1) |
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281 | (4) |
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281 | (4) |
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13 Defining Roles and Building a Career in Simulation |
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285 | (22) |
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286 | (11) |
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Administrator/Leader/Coordinator Role |
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287 | (1) |
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Simulation Scenario/Curricula Development Role |
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288 | (1) |
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Subject Matter Expert Role |
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289 | (1) |
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Programming/Simulation Operator/Driver Role |
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289 | (2) |
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291 | (1) |
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291 | (1) |
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292 | (1) |
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293 | (1) |
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293 | (1) |
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294 | (1) |
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295 | (1) |
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Scheduler/Administrative Assistant Role |
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295 | (1) |
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Other Roles and Skill Sets in Simulation |
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295 | (2) |
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Health Care Simulation Educator |
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297 | (1) |
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Resources to Get Started and Advance |
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297 | (1) |
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298 | (9) |
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306 | (1) |
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14 Credentialing and Certification in Simulation |
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307 | (14) |
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308 | (1) |
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308 | (1) |
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309 | (2) |
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311 | (1) |
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Professional Certification |
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311 | (3) |
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Principles of Professional Certification |
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312 | (1) |
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Value of Professional Certification |
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313 | (1) |
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A Professional Certification Program for Health Care Simulation Educators |
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314 | (4) |
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315 | (1) |
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316 | (1) |
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317 | (1) |
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Future of Certification in Health Care Simulation |
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318 | (1) |
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319 | (2) |
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319 | (2) |
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15 Developing and Building a Simulation Center |
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321 | (24) |
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322 | (5) |
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Planning Team: Steering Committee and Design Team |
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323 | (1) |
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324 | (1) |
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325 | (2) |
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Gathering Information and Benchmarking |
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327 | (2) |
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329 | (6) |
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329 | (1) |
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330 | (1) |
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331 | (1) |
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331 | (1) |
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Conference Rooms/Classrooms/Debriefing Rooms |
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331 | (2) |
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333 | (1) |
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334 | (1) |
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Administrative Support Spaces |
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335 | (1) |
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335 | (1) |
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336 | (1) |
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337 | (1) |
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Construction and Transition Planning |
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337 | (2) |
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337 | (2) |
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Funding and Planning Resources |
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339 | (2) |
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341 | (1) |
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342 | (1) |
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343 | (2) |
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344 | (1) |
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16 The Future of Simulation in Health Care |
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345 | (16) |
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How Simulation, Simulation-Based Pedagogy, and Gaming Will Be Used in the Future |
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346 | (3) |
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Potential Curriculum and Programmatic Changes |
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349 | (2) |
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The Integration of Emerging Technologies Into Simulation Experiences |
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351 | (1) |
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Certification, Accreditation, and Value Recognition of Simulation |
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352 | (3) |
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Certification and Accreditation |
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353 | (1) |
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354 | (1) |
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Integration of Simulation as a Process Improvement Methodology |
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355 | (1) |
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356 | (5) |
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357 | (4) |
| Appendix Resources |
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361 | (2) |
| Index |
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363 | |
