| Acknowledgments |
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vii | |
| About the Authors |
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viii | |
| Contributing Authors |
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xi | |
| Foreword |
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xxix | |
| Introduction |
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xxxi | |
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1 Foundations of Simulation |
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1 | (22) |
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Introduction to Simulation |
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1 | (1) |
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2 | (1) |
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2 | (1) |
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Influential Factors in the Use of Simulation |
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3 | (4) |
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Standards and Guidelines for Simulation-Based Activities |
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4 | (1) |
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Patient Safety and Quality |
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4 | (1) |
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5 | (1) |
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Transformation in Education |
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5 | (2) |
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7 | (4) |
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9 | (1) |
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9 | (1) |
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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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Advanced Patient Simulators |
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10 | (1) |
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Philosophical/Theoretical Foundation of Simulation |
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11 | (6) |
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17 | (2) |
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19 | (4) |
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19 | (4) |
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2 Developing Clinical Competence and Confidence |
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23 | (18) |
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24 | (4) |
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24 | (1) |
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25 | (2) |
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27 | (1) |
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28 | (5) |
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30 | (1) |
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Acquiring and Maintaining Competence |
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31 | (1) |
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32 | (1) |
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The Confidence-Competence Connection |
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33 | (1) |
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Simulation and Clinical Competency |
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34 | (3) |
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37 | (4) |
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37 | (4) |
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3 Creating an Effective Simulation Environment |
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41 | (22) |
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42 | (11) |
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Simulated Mannequin Fidelity |
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44 | (5) |
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49 | (3) |
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52 | (1) |
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Developing a Safe Learning Environment |
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53 | (3) |
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56 | (1) |
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Planning and Preparing for the Simulation Experience |
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56 | (4) |
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60 | (1) |
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60 | (3) |
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61 | (2) |
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4 Creating Effective, Evidence-Based Scenarios |
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63 | (32) |
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Relevant Educational Theories and Models |
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65 | (3) |
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68 | (14) |
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Phase I Planning and Pre-briefing |
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68 | (10) |
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Phase II Scenario Implementation |
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78 | (1) |
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Phase III Planning for Debriefing and Evaluation |
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78 | (4) |
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82 | (13) |
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92 | (3) |
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5 Key Concepts in Simulation: Debriefing and Reflective Practice |
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95 | (12) |
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Setting the Stage for Debriefing |
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96 | (3) |
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96 | (1) |
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97 | (1) |
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Debriefing Environment and Pre-briefing |
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97 | (1) |
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98 | (1) |
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Debriefing Timing and Length |
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98 | (1) |
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Determining the Most Effective Croup Size |
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99 | (1) |
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Facilitating the Debriefing |
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99 | (2) |
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100 | (1) |
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100 | (1) |
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101 | (1) |
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101 | (1) |
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101 | (1) |
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101 | (1) |
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Debriefing Structures and Frameworks |
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102 | (1) |
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3D Model of Debriefing: Defusing, Discovering, and Deepening |
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102 | (1) |
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Debriefing for Meaningful Learning |
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102 | (1) |
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Debriefing With Good Judgment |
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102 | (1) |
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Gather, Analyze, and Summarize (GAS) |
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102 | (1) |
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Outcome Present-State Test (OPT) Model |
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103 | (1) |
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103 | (1) |
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Promoting Excellence and Reflective Learning in Simulation (PEARLS) |
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103 | (1) |
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Evaluating the Debriefing |
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103 | (1) |
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104 | (3) |
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105 | (2) |
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6 Evaluating Simulation Effectiveness |
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107 | (1) |
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107 | (2) |
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109 | (2) |
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Guidelines for Evaluations at Each Level |
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109 | (1) |
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Highlights and Challenges of Evaluations at Each Level |
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110 | (1) |
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111 | (1) |
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INACSL Standards of Best Practice: Simulation Participant Evaluation |
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111 | (1) |
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Instruments and Methods for Evaluation at Each Level |
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112 | (4) |
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Additional Resources for Identifying Existing Instruments |
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114 | (1) |
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Methods for Evaluating Participants in Simulation Endeavors |
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115 | (1) |
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Considerations When Selecting an Instrument |
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115 | (1) |
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Evaluation Exemplar: Academic Setting |
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116 | (1) |
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Evaluation Exemplar: Practice Setting |
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117 | (1) |
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118 | (3) |
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118 | (3) |
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7 Simulation as a Continuous Learning System |
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121 | (16) |
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Integrated Learning at All Levels |
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124 | (3) |
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125 | (1) |
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126 | (1) |
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127 | (2) |
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Ongoing and Focused Professional Practice |
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127 | (1) |
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128 | (1) |
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128 | (1) |
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Realistic Simulations of the Entire System and Healthcare Team |
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129 | (1) |
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129 | (1) |
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129 | (1) |
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Bridging the Education-to-Practice Gap |
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130 | (1) |
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130 | (1) |
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130 | (1) |
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Collecting and Analyzing Data to Continuously Inform Curriculum Design |
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131 | (1) |
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131 | (1) |
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132 | (1) |
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Sharing Content and the Integration of Data |
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132 | (1) |
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132 | (1) |
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133 | (1) |
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133 | (1) |
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134 | (3) |
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134 | (3) |
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8 Using Simulation With Specific Learner Populations |
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137 | (14) |
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139 | (2) |
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139 | (1) |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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140 | (1) |
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140 | (1) |
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141 | (1) |
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141 | (2) |
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New Graduate Registered Nurses and Other Novice Clinical Staff |
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143 | (4) |
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Experienced Clinical Staff |
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147 | (1) |
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148 | (1) |
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149 | (2) |
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149 | (2) |
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9 Using Simulation for Interprofessional Education and Practice |
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151 | (24) |
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154 | (1) |
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The Benefits and Challenges of Simulation-Enhanced IPE (Sim-IPE) |
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154 | (2) |
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156 | (3) |
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Competencies and Recommendations |
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159 | (4) |
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Characteristics That Influence Outcomes in Sim-IPE |
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163 | (5) |
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The Challenge of Current Literature |
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163 | (1) |
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164 | (2) |
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166 | (2) |
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Simulation and Evaluation Design |
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168 | (1) |
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168 | (4) |
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168 | (3) |
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SimBIE Reliability-Validity-Assessment Framework |
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171 | (1) |
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172 | (3) |
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172 | (3) |
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10 Using Simulation in Academic Environments to Improve Learner Performance |
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175 | (20) |
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Educational Theory and Simulation |
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176 | (1) |
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Achieving Objectives Through Simulation |
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176 | (8) |
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177 | (5) |
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Acquisition and Mastery of Psychomotor Skills |
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182 | (1) |
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Preparing Students for Clinical Practice |
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183 | (1) |
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Developing Team-Based and Interprofessional Practice Competencies |
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184 | (2) |
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Aligning Technology With Objectives |
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186 | (2) |
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Using Simulation for Instruction or Evaluation |
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188 | (2) |
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190 | (5) |
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190 | (5) |
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11 Using Simulation in Hospitals and Healthcare Systems to Improve Outcomes |
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195 | (14) |
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196 | (1) |
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197 | (1) |
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Initial Program Development |
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198 | (1) |
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Developing a Simulation Lab in a Clinical Setting |
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199 | (1) |
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Initial Simulation Technology Purchases |
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199 | (2) |
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Creating Global and Curriculum-Based Objectives |
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201 | (1) |
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Creating "Real" Simulations in a Lab |
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201 | (2) |
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In-Situ Simulation: Simulation in the "Real" World |
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203 | (1) |
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Staffing Simulation Programs in the Clinical Setting |
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204 | (1) |
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205 | (4) |
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206 | (3) |
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12 Using Simulation for Risk Management and Quality Improvement |
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209 | (18) |
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209 | (5) |
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210 | (2) |
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212 | (1) |
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213 | (1) |
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214 | (2) |
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215 | (1) |
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215 | (1) |
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216 | (1) |
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216 | (3) |
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216 | (1) |
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Maintenance of Competency |
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217 | (1) |
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Privileging, Reentry, and Expansion of Practice |
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218 | (1) |
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218 | (1) |
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219 | (3) |
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219 | (1) |
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220 | (2) |
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222 | (5) |
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222 | (5) |
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13 Using Simulation for Research |
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227 | (20) |
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Research on Simulation-Based Education |
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227 | (7) |
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Overview of Research on Simulation-Based Education |
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229 | (1) |
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Translating Simulation-Based Research to the Bedside |
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230 | (2) |
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Simulation as a Research Tool |
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232 | (1) |
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A Note on Interpreting the Literature |
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232 | (2) |
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Designing Simulation-Based Research |
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234 | (7) |
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Where to Start: Developing a Research Framework |
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235 | (2) |
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Aims, Hypotheses, and Statistics |
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237 | (1) |
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238 | (1) |
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Other Issues in Designing Simulation-Based Research |
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239 | (2) |
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Human Subjects Research and Informed Consent |
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241 | (2) |
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Vulnerable Populations and Educational Settings |
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242 | (1) |
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Anonymity, Confidentiality, and Privacy |
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243 | (1) |
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243 | (4) |
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244 | (3) |
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14 Defining Roles and Building a Career in Simulation |
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247 | (18) |
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248 | (8) |
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250 | (1) |
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Simulation Scenario/Curricula Development Role |
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250 | (1) |
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Subject Matter Expert Role |
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251 | (1) |
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Simulation Programmer/Operator Role |
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251 | (1) |
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Educator/Facilitator Role |
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252 | (1) |
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252 | (1) |
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253 | (1) |
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Standardized Patient Educator Role |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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Simulation Technical Support Role |
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254 | (1) |
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Scheduler/Administrative Assistant Role |
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255 | (1) |
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Other Roles and Skill Sets in Simulation |
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256 | (1) |
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Healthcare Simulation Educator Certification |
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256 | (1) |
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Resources to Get Started and Advance |
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257 | (1) |
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258 | (7) |
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264 | (1) |
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15 Credentialing and Certification in Simulation |
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265 | (12) |
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265 | (1) |
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266 | (1) |
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266 | (1) |
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267 | (1) |
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Professional Certification |
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268 | (1) |
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Principles of Professional Certification |
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268 | (1) |
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Value of Professional Certification |
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269 | (1) |
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A Professional Certification Program for Healthcare Simulationists |
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269 | (5) |
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271 | (2) |
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273 | (1) |
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Future of Certification in Healthcare Simulation |
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274 | (1) |
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274 | (3) |
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274 | (3) |
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16 Designing Simulation Centers for Health Education |
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277 | (20) |
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279 | (11) |
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Steering Group and Design Team |
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280 | (1) |
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Vision and Guiding Principles |
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280 | (1) |
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Curriculum and Utilization Analysis |
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281 | (1) |
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282 | (2) |
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284 | (6) |
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290 | (5) |
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292 | (1) |
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292 | (2) |
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294 | (1) |
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Construction Administration |
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295 | (1) |
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Post-occupancy Evaluation |
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295 | (1) |
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295 | (2) |
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296 | (1) |
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17 The Future of Simulation in Healthcare |
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297 | (12) |
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The Use of Simulation, Simulation-Based Education, and Gaming in the Future |
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298 | (3) |
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Potential Curriculum and Programmatic Changes |
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301 | (2) |
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Integrating Emerging Technologies Into Simulation Experiences |
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303 | (1) |
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Certification, Accreditation, and Value Recognition of Simulation |
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304 | (1) |
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Certification and Accreditation |
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304 | (1) |
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305 | (1) |
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Integration of Simulation as a Process Improvement Methodology |
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305 | (1) |
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306 | (3) |
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307 | (2) |
| Index |
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309 | |
