Healthcare Simulation Education (eBook)

Evidence, Theory and Practice

Debra Nestel, Michelle Kelly, Brian Jolly, Marcus Watson (Herausgeber)

eBook Download: PDF

2017
John Wiley & Sons (Verlag)
978-1-119-06163-2 (ISBN)

Infos

Written by a leading team from the Australian Society for Simulation in Healthcare (ASSH), Simulation Australasia, Healthcare Simulation Education is a new resource for a rapidly expanding professional healthcare simulation community. Designed as a core reference for educators who use simulation as an educational method, it outlines theory, evidence and research relevant to healthcare simulation. Containing examples of innovations from around the world, the book offers opportunities to make clear connections between the underlying rationale for the use of simulation, and what this looks like in practice.

Healthcare Simulation Education:

• Helps readers gain a systematic understanding of theory and application of simulation
• Facilitates access to high quality resources to support healthcare simulation education and research
• Edited by a leading team from the Australian Society for Simulation in Healthcare (ASSH), the leading body for healthcare simulation in Australia
• Contains information on educational theory, the elements of simulation practice and contemporary issues in simulation

An important text in healthcare literature and practice, Healthcare Simulation Education provides a unique cross-disciplinary overview of an innovative subject area, and is ideal for medical, nursing and allied health educators, policy makers and researchers.

Professor Debra Nestel, Professor of Simulation Education in Healthcare, School of Rural Health, Monash University, Australia (Chair, Australian Society for Simulation in Healthcare (ASSH)).

Ms Michelle Kelly (Chair Elect, ASSH), Director of Simulation and Technologies at the Faculty of Health, University of Technology, Sydney, Australia.

Professor Brian Jolly (Immediate Past Chair, ASSH), Professor of Medical Education, University of Newcastle, Australia.

Associate Professor Marcus Watson (Past Chair, ASSH), Executive Director of the Clinical Skills Development Service and Associate Professor of Medical Education, School of Medicine and Honorary Associate Professor, School of Psychology, University of Queensland, Australia.

Inhalt

Cover 1
Title Page 5
Copyright 6
Contents 7
Contributors 11
Foreword 15
Acknowledgements 17
Section I Introduction 19
Chapter 1 An introduction to healthcare simulation 21
Overview 21
Introduction 21
Origins of this book 22
Editors and authors 22
Structure of the book 22
Theoretical perspectives in healthcare simulation 22
Contemporary issues in healthcare simulation 23
Elements of simulation practice 23
Simulation applied to practice 23
References 24
Section II Theoretical perspectives and frameworks for healthcare simulation 25
Chapter 2 Theories informing healthcare simulation practice 27
Overview 27
Introduction 27
Behaviourism 28
Constructivism and associated social learning theories 29
Critical theories in education 30
Conclusions 32
References 32
Chapter 3 Historical practices in healthcare simulation: What we still have to learn 34
Overview 34
Introduction 34
Background 34
Simulation in obstetrics 35
Simulation in bronchoscopy 37
The lost history of simulation in healthcare 38
References 39
Chapter 4 Exploring realism in healthcare simulations 41
Overview 41
Introduction 41
Realism and its synonyms 41
The broader landscape of realism 42
Realism in healthcare simulations 42
Realism and meaningfulness 43
Strategies for managing realism and meaningfulness to promote learning 44
Examples of realism in healthcare simulation 44
Example 4.1: simulated patients - realism in role portrayal 44
Example 4.2: real rather than compressed time - learning cardiopulmonary resuscitation 45
Example 4.3: distributed simulation - mobile immersive clinical environments 45
Example 4.4: cross-training - rotating positions to enhance perspective taking 45
Conclusions 46
References 46
Chapter 5 Applying a framework to healthcare simulation: Micro, meso and macro levels 47
Overview 47
Introduction 47
Micro, meso and macro framework 48
Conclusion 51
References 51
Section III Contemporary issues in healthcare simulation 53
Chapter 6 Strategies for research in healthcare simulation 55
Overview 55
Introduction 55
Professional societies and research strategies 56
Theme: Learning acquisition, retention of skills and cognitive load 57
Theme 1: Using simulation to support student and clinician learning 58
Theme 2: Debriefing and simulation 58
Theme 3: Using simulation for performance assessment 59
Theme 4: Establishing standards for simulators and simulated environments 59
Theme 5: Modelling healthcare systems 59
Theme 6: Using simulation to address education and workforce issues 59
Theme 7: Considering simulation in the broader world 59
Theme 8: Theorizing simulation 60
Theme 9: Translating research outcomes to education and healthcare 60
Theme 10: Conducting healthcare simulation research and evaluation 60
Accessing healthcare simulation research 61
Sourcing funding for healthcare simulation research 61
Conclusion 61
References 61
Chapter 7 Simulated participant methodologies: Maintaining humanism in practice 63
Overview 63
Introduction 63
Guide learners 64
Offer safety 64
Add realism 64
Bridge between faculty and learners 64
Provide assessments 64
Facilitate research 64
Caring for simulated participants 65
Before the simulation 65
Preparation 65
Briefing 65
During the simulation 65
After the simulation 66
Simulated patient in an OSCE for summative assessment 66
Confederate in a mock code scenario for formative assessment 66
Simulated patients and confederates in a formative assessment 66
Before the simulation 67
During the simulation 67
After the simulation 68
De-roling 68
Debriefing with learners 69
Evaluation of the simulation and debriefing the simulated participants 69
Conclusions 70
References 70
Further Reading 70
Additional Resources 71
Chapter 8 Narrative dramaturgy and sense making in healthcare simulation 72
Overview 72
Introduction: dramaturgy, narrative and simulation 72
The pilot study 74
Macro and micro dramaturgy 74
The narrative and dramaturgical analysis 74
Time: 22.00 hrs setting: city hospital and trauma centre 74
Background history 74
Other relevant medical history 75
Clinical examination showed 75
Investigations performed on arrival to the emergency department 75
Conclusion 76
References 77
Chapter 9 Haptics-driven healthcare training simulator systems 78
Overview 78
Introduction 78
Issues of haptics-driven simulator systems and their solutions 79
Device classification 79
Device specification 79
Application examples 80
SimOptiX 81
SimNeT 81
SimInc 83
Conclusion and future work 85
References 85
Chapter 10 Virtual environments and virtual patients in healthcare 87
Overview 87
Introduction 87
Virtual environments and virtual patients 88
What are virtual environments? 88
Immersive clinical environments (virtual clinical worlds) 89
Virtual patients 89
Interactive virtual patients in immersive clinical environments 89
Virtual environments and interactive virtual patients: some examples in healthcare 89
Virtual environments in healthcare 90
Interactive virtual patients 92
Virtual environments and interactive virtual patients: rationale and issues 93
Push factors 94
Pull factors 94
Issues 94
Virtual environments and interactive virtual patientss: futures in healthcare 95
Technology issues 95
Professional and educational issues 95
Economic issues 95
Future development issues 95
References 96
Chapter 11 Consistency in simulation: A measurement perspective 98
Overview 98
Introduction 98
Simulation event validity 99
Other approaches to reliability in simulation 99
Reliability or consistency of performance in the simulation 100
Scaling simulations 100
Disadvantages and advantages of simulators in assessment 101
References 102
Chapter 12 Taking simulation beyond education in healthcare 104
Overview 104
Healthcare education using simulation for non-healthcare industries 104
Knowledge and skills development beyond the clinical context: life skills 105
Using simulation to recruit future healthcare professionals 105
Using simulation to advocate healthcare 105
Using simulation for leadership development 105
Applying simulation to design and evaluation in healthcare 105
Using simulation as a diagnostic tool (immersive and modelling) 105
Using simulation as a predictive tool 106
Simulation as therapy 106
Conclusion 106
References 106
Chapter 13 The value of professional societies to the healthcare simulation community of practice 108
Overview 108
Introduction to professional societies 109
Professional representation in healthcare simulation 109
Discipline-specific professional societies with special interest groups 110
The academic pediatric association (APA): simulation SIG 111
Association for medical education in europe: simulation committee 111
Association for computing machinery (ACM): special interest group on simulation and modeling (SIM) 111
Canadian patient safety institute: canadian network for simulation in healthcare 111
Association of american medical colleges: simulation in academic medicine special interest group 112
Society of academic emergency medicine: simulation academy 112
Managing emergencies in paediatric anaesthesia (MEPA) 113
Single-disciplinary healthcare simulation societies 113
Association of standardized patient educators (ASPE) 113
International nursing association for clinical simulation and learning (INACSL) 113
International pediatric simulation society (IPSS) 114
Gathering of healthcare simulation technology specialists (SimGHOSTS) 114
Multidisciplinary healthcare simulation societies 114
Australian society of simulation in healthcare (ASSH) 114
Society in europe for simulation applied to medicine (SESAM) 115
Society for simulation in healthcare (SSH) 115
Regional groups and alliances 116
A theoretical perspective 116
Key elements of communities of practice 117
Dimensions 117
Potential benefits of participation 118
Challenges to communities of practice 119
Economic sustainability 119
Conclusion 120
References 121
Chapter 14 Faculty development in healthcare simulation 123
Overview 123
Introduction 123
The case for faculty development 124
Structure and components of an effective faculty development programme 125
Delivery of the faculty development programme 125
Who are the participants? 125
Programme design: stratification of content and interventions 126
Educational Governance 127
Final considerations to ensure longevity and impact 128
Operationally Focused 128
Clinically Led 128
Educationally literate 128
References 129
Chapter 15 Programme development and sustainability in healthcare simulation 130
Overview 130
Introduction 130
Development 131
Developing a business case and project plan 131
Programming and space considerations 131
Audio-visual/environmental considerations 132
Equipment selection considerations 132
Sustainability 133
Creating public value 133
Cultivating political legitimacy 134
Nurturing operations 135
Conclusion 135
References 136
Section IV Elements of simulation practice 137
Chapter 16 Ethics of healthcare simulation 139
Overview 139
Introduction 139
Benefits and risks of simulation 140
The four principles applied to simulation 141
Virtue ethics: building character through simulation 142
Conclusion 143
References 144
Chapter 17 Teamwork and healthcare simulation 145
Overview 145
Introduction 145
Does Simulation-Based Team Training Work? 146
Key Considerations in Simulation-Based Team Training 146
Theoretical Framework for Effective Team Functioning 146
A Curriculum for Training Healthcare Teams 147
Practical Considerations 148
Briefing and Debriefing Multidisciplinary Teams 149
Challenges in Teamwork Simulation 149
Appropriate Level of Fidelity of Simulation and Team Interactions 149
Logistical Challenges to Implementation 149
Transfer from Simulation to Real World 150
Current Trends and Future Directions 150
Conclusion 150
References 151
Chapter 18 Designing simulation-based learning activities: A systematic approach 153
Overview 161
Introduction 161
Attributes of a facilitator 162
The process of facilitation 162
Conceptualization 162
Planning for facilitation 163
Level of feedback and cueing 163
Facilitating large groups 164
Briefing 165
Facilitating the simulation activity 166
Facilitating debriefing, providing feedback and triggering reflection 167
Evaluation of facilitation 167
Conclusion 167
References 168
Chapter 19 Facilitating healthcare simulations 161
Overview 161
Introduction 161
Attributes of a facilitator 162
The process of facilitation 162
Conceptualization 162
Planning for facilitation 163
Level of feedback and cueing 163
Facilitating large groups 164
Briefing 165
Facilitating the simulation activity 166
Facilitating debriefing, providing feedback and triggering reflection 167
Evaluation of facilitation 167
Conclusion 167
References 168
Chapter 20 Strategies for managing adverse events in healthcare simulations 170
Overview 170
Introduction 170
Adverse events in simulation 170
Preparation of learners 171
Preparing a safe physical environment 171
Electrical devices 171
Defibrillators 171
Fluids 171
Gas supplies 172
Mannequins 172
Sharps injuries 172
Drugs and other clinical supplies 172
Virtual and other display devices 172
In situ simulation 172
Confederates and SPs 172
Preparing a safe psychological 'container’ for learning 172
Death of the 'patient’ 173
Real clinical events 173
Legal and moral obligations of centres 174
Recording and retention of data 174
Reporting obligations 174
Conclusion 174
References 174
Chapter 21 Debriefing: The state of the art and science in healthcare simulation 176
Overview 176
Introduction 176
The science of debriefing 177
The art of debriefing 177
Debriefing frameworks 177
Debriefing approaches 178
Debriefing adjuncts 180
Future directions 180
Debriefing assessment tools 181
Assessment of debriefing skills for faculty development 181
Debriefing research 181
Conclusion 181
References 181
Section V Innovations in healthcare simulation practice 183
Chapter 22 Simulation of home births: Developing safe practices 185
Overview 185
What was the need? 185
What did we do? 186
Method 186
Workshop details 186
What was the impact? 187
What lessons were learnt? 188
References 188
Chapter 23 Optimizing learning in simulation-based education using video-reflexivity 189
Overview 189
What was the need? 189
What did we do? 189
Methods 190
What was the impact? 190
Learner impact 190
Organizational impact 191
What lessons were learnt? 191
References 193
Further Reading 193
Chapter 24 Conversations about organ and tissue donation: The role of simulation 194
Overview 194
What was the need? 194
What did we do? 195
Overview 195
Length of Stay in ICU 195
Cause of Death/Impending Death 195
Brain Death Testing Status 195
Donation Pathway 195
Organ Donor Register 195
Police/Coroners and Forensic Pathologist Involvement 195
Medical Status 195
Past Medical History 195
Social History 195
Cultural/Religious Background 195
Family Situation/Dynamics 195
Family Present in Hospital 196
Conversation Flow 196
What was the impact? 196
What lessons were learnt? 197
References 197
Chapter 25 Commencing a simulation-based curriculum in a medical school in China: Independence and integration 199
Overview 199
What was the need? 199
What did we do? 200
What was the impact? 201
What lessons were learnt? 201
Chapter 26 Transport of the critically ill patient: Developing safe practices 203
Overview 203
What was the need? 203
What did we do? 204
The programme 204
What was the impact? 206
What lessons were learnt? 206
References 206
Chapter 27 From routine to leadership: Extending the role of simulation technicians in Southeast Asia 208
Overview 208
What was the need? 208
What did we do? 209
What was the impact? 210
Confidence in teaching 210
Satisfaction 210
Career and self-improvement 211
What lessons were learned? 211
Conclusion 212
Appendix 27.1: Email questionnaire 212
Chapter 28 Incorporating simulation in a medical city: A case study from King Fahad Medical City 213
Overview 213
Introduction 213
What was the need? 213
Models of simulation-based education 213
What did we do? 214
Organizational governance 214
Types of simulation-based education 215
What was the impact? 215
Multidepartment simulation 215
Non-clinical simulation 215
System testing and integration 215
Patient experience simulation 216
What lessons were learnt? 216
The concept of a simulation hospital 216
Conclusion 217
References 217
Chapter 29 'Who' and 'how' in simulation centre development: Buddies and ground rules 218
Overview 218
What was the need? 218
What did we do? 218
Matching resources to needs 218
Prioritization of goals 219
Intensive faculty development 219
Integration into the hospital 220
Accreditation process 220
What was the impact? 220
What lessons were learnt? 221
References 221
Further Reading 222
Chapter 30 Operationalizing a new emergency department: The role of simulation 223
Overview 223
What was the need? 223
What did we do? 223
What was the impact? 224
What lessons were learnt? 225
Conclusion 225
References 226
Chapter 31 Simulation modelling and analysis to test health systems 227
Overview 227
What was the need? 227
Purpose 228
What was included 228
Constraints 228
Why the simulation was considered 228
What did we do? 228
Using the simulation 228
What was the impact? 229
What lessons were learnt? 229
Next steps 229
What the simulation did to benefit the project 230
References 230
Further Reading 231
Additional Resources 231
Section VI Conclusions and future practice 233
Chapter 32 Twenty years on... forecasting healthcare simulation practices 235
Overview 235
Introduction 235
Conclusion 237
References 238
Index 239
EULA 245

Rezensionen

'This book is unique in that it presents a global perspective on simulation in healthcare and education. Contributors from all seven continents share their knowledge and expertise to formulate a concise and valuable resource for faculty and educators alike. Of particular interest is the chapter on innovations and future forecasts... As a new book, readers will be quick to add this to their list of frequently referenced resources. It is well organized with concise and informative chapters that provide evidence-based practices and solutions to the challenges of implementing simulation in healthcare and education. Several black-and-white photos and graphs enhance comprehension of theory, practice and application. The book is unique and offers new insights into this ever-changing field.' Doody's, October 2017

Produkt-Details

• Erscheint lt. Verlag: 14.3.2017
• Sprache: englisch
• Themenwelt: Medizin / Pharmazie ► Allgemeines / Lexika
• Themenwelt: Medizin / Pharmazie ► Medizinische Fachgebiete
• Themenwelt: Medizin / Pharmazie ► Pflege
• Themenwelt: Medizin / Pharmazie ► Studium
• Schlagworte: allied health educators • Ausbildung u. Perspektiven i. d. Krankenpflege • Clinical Skills • Evidence • Healthcare Simulation • interprofessional • Klinische Fertigkeiten • Krankenpflege • medical education • medical educators • Medical Science • Medizin • Medizinstudium • nursing • Nursing Education & Professional Development • nursing educators • policy makers • Practice • Researchers • Simulation • theory
• ISBN-10: 1-119-06163-6 / 1119061636
• ISBN-13: 978-1-119-06163-2 / 9781119061632