Abstract
To successfully conduct simulation sessions, simulation facilitators must prepare the content and logistics including equipment and location. This chapter provides an overview of the methods and process of simulation instruction including preparation, facilitation, and debriefing simulation scenarios during simulation sessions. Simulation facilitation requires instructors to provide scenario details while simulation debriefers guide learners through a reflective session centered around the learning objectives. This chapter reviews the practical steps for organizing simulations and explores the basis for various approaches to simulation debriefing.
TopBackground
To successfully organize simulation education sessions for health professional learners, the facilitator must set aside time to adequately prepare for the session. If the opportunity presents itself, simulation educators should conduct a review of safety events to identify relevant learning points that can be emphasized throughout the simulation and the subsequent debrief. In cases when direct access to these records is not possible, it is helpful to elicit examples from learners of recent experiences that bring attention to the necessity of improving both systems and practices. Increasing the relevance of the training and facilitating its transfer to practice can be accomplished by the use of these instances into simulation training (Patterson et al., 2013). In many fields of study, the chances to learn about and gain experience with unusual occurrences are quite rare. Even while it is hoped that students would be exposed to a sufficient number of real-world scenarios to guarantee that they become competent, simulation can bridge this gap and help minimize accidents caused by a lack of knowledge or skills. Debriefing gives medical personnel the opportunity to practice the art of speaking up about medical errors and the consequences of those errors - not by pointing fingers, but by engaging in constructive discourse about how to make things better. The instructor of the simulation needs to explore more than just technical abilities to find possibilities to develop leadership and team communication.
Key Terms in this Chapter
Teledebriefing: Teledebriefing describes a process in which learners who are participating in a simulation scenario undergo debriefing with a facilitator located at an off-site location.
Augmented Reality: Computer generated holographic images can be viewed by the learner in the physical environment using a mobile device or specially designed headset.
Virtual Environment: 3D computer generated objects that can be viewed on a screen or in a head-mounted display.
Objective Structured Clinical Examination (OSCE): An approach to assessment that involves defined objectives and anticipated actions, often with an accompanying checklist for assessment.
Telesimulation: Telesimulation is a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.
Virtual Reality: Computer generated 3D images viewed by a learner in a virtual environment using a low-cost or high-end head mounted display.
Low-Fidelity Manikin: This is typically a low cost, low technology manikin with minimal features.
Simulation Technician/Specialist: An individual who supports the practice of simulation through setting up and managing simulation manikins and supplies.
Video-Assisted Debriefing: The practice of using video captured during simulation sessions for reflective discussions on learner and team performance.
High-Fidelity Manikin: This term refers to a technology-enabled manikin with features such as mechanical respiration and heart rate.
Simulation Facilitator: A simulation instructor who guides the learners through the scenario with the goal of meeting learning objectives.
Telefacilitation: The conduct of a telesimulation by a remote facilitator.
Simulation Debriefer: A simulation instructor who leads the learners through a reflective analysis of simulation events.