Authoring Simulations for High Stakes Student Evaluation

Although simulation methods have primarily been used for teaching in nursing education, there is a growing interest in the use of simulation for student and program evaluation. Developing simulation scenarios for high stakes evaluation differs from traditional teaching/learning scenario authorship in a number of ways. This manuscript describes the process used to write, pilot test, and revise scenarios used in the National League for Nursing High Stakes Testing feasibility study. Observations and reported differences in scenario development and facilitation may provide insight to others regarding the best use of summative simulation scenarios

Individual Characteristics That Promote or Prevent Psychological Safety and Error Reporting in Healthcare: A Systematic Review.

BACKGROUND: Healthcare errors continue to be a safety issue and an economic burden that causes death, increased length of stays, and emotional trauma to families and the person who commits the error.  Speaking up and error reporting within a safety culture can reduce the incidence of error; however, this is complex and multifaceted. AIM: This systematic review investigates individual characteristics that support or prevent speaking up behaviors when adverse events occur.  This study further explores how organizational interventions designed to promote error reporting correlate to individual characteristics and perceptions of psychological safety.  . METHODS: A systematic review of peer-reviewed articles in healthcare that contain characteristics of an individual that promote or prevent error reporting was conducted. The search yielded 1233 articles published from 2015 to 2021. From this set, 81 full-text articles were assessed for eligibility and ultimately extracted data from 28 articles evaluated for quality using Joanna Briggs Institute critical appraisal tools©. PRINCIPAL FINDINGS: The primary themes for individual character traits, values, and beliefs that influence a person\u27s decision to speak up/report an error include self-confidence and positive perceptions of self, the organization, and leadership. Education, experience and knowledge are sub themes that relate to confidence. The primary individual characteristics that serve as barriers are 1) self-preservation associated with fear and 2) negative perceptions of self, the organization, and leadership. CONCLUSION: The results show that an individual\u27s perception of their environment, whether or not it is psychologically safe, may be impacted by personal perceptions that stem from deep-seated personal values. This exposes a crucial need to explore cultural and diversity aspects of healthcare error reporting and how to individualize interventions to reduce fear and promote error reporting

Exploring Healthcare Simulation as a Platform for Interprofessional Education

Interprofessional education (IPE) is gradually recognized as essential to patient safety and implemented as a standard for healthcare education through professional organization recommendations and accrediting bodies. Given the increasing adoption of experiential and team-based learning, healthcare simulation (HCS) has become a preferred vehicle for IPE. As healthcare professional educators explore simulation as a platform for IPE, a need to better understand the state of the science has become apparent. This descriptive comparative study examines how the most commonly used simulation modalities and IPE teaching methods (low-technology versus high-technology; multiprofessional versus collaborative team-based activities; observational versus active methods; standardized patients versus mannequins) affect participants' post-test scores in perceived teamwork and collaboration in pre-licensure students while controlling for factors shown previously to affect these perceptions. A total of 716 medical, nursing, pharmacy, and physician assistant students completed a survey on teamwork and collaboration perceived before and after a HCS enhanced IPE lab. Stratified by profession, the students were randomly allocated into small interprofessional teams that underwent one of six simulation modalities. A secondary analysis of data from an evaluation of an interprofessional lab was used in this exploration of HCS as a platform for IPE. Using mixed between-within repeated measures ANOVA, perceptions of teamwork and collaboration did not improve significantly for high-technology methods (p > .05) over low-technology methods, however, the difference in means between post-test surveys differed significantly, suggesting that there was an intervention effect. There was no significant difference in perceptions of teamwork and collaboration in team-based methods and multiprofessional methods (p > .05), as well as active and observing participants. Enhanced mannequin-based simulation significantly increased (p < .05) students' perceptions of teamwork and collaboration compared to enhanced standardized-patient based simulation. From the findings for initiatives in simulation-enhanced IPE, a framework has been proposed for the development of simulation-enhanced IPE and a format for the reporting of research. Deficiencies were identified both in the existing literature (e.g. gaps in knowledge and reporting, low rigor in research design, variability between studies, multiple confounding variables) and in the study (e.g. retrospective analysis, organization of lab, limitations of equipment and simulators, time and ceiling bias). Acknowledgement of these issues may strengthen future research. By exploring a number of proposed modalities for simulation-enhanced IPE and students' perceptions of teamwork, the findings of this study support a better understanding of IPE using HCS, inform recommendations for use, and identify areas to further join the HCS and IPE fields

An updated synthesis of review evidence of interprofessional education

With continued growth and investment in interprofessional education (IPE) activities, there is a persistent need to understand the effect of IPE on learning, organizations, systems, and patients. This paper presents an update of a previously published synthesis of reviews. In doing so it provides a critical appraisal of the most recent evidence for the IPE review literature. Following a search of the literature eight IPE reviews were identified. Findings from this synthesis indicated continued methodological weaknesses, similarities in the methodological approaches to the reviews, and a focus on short-term impact with a lack of attention on long-term impact. Despite methodological problems, the synthesis provided some insight to an increasing quality of research designs in IPE reviews. This paper discusses synthesized findings in relation to current IPE literature and in comparison with the previously published findings and offers suggestions for future directions

Cultural Considerations in Interprofessional Education: A Scoping Review

Background: Global culture influences health behaviors and attitudes and the way we communicate and solve problems; it can also significantly affect the efficiency of the multicultural and interprofessional healthcare team. This scoping review aims to understand and identify global cultural considerations that exist in interprofessional education (IPE) and that influence the development, implementation, and effectiveness of IPE.Methods and Findings: The search included peer-reviewed articles focused on both IPE and global culture, also referred to as national, ethnic, or racial culture. There was no limitation placed on levels of learners nor specific health professions. Articles were excluded if they did not explicitly discuss global cultural considerations in IPE. The authors screened 1094 records, and 155 full-text articleswere assessed for eligibility. No eligible papers were found for inclusion yielding an empty review. The most common reasons for exclusion were failure to address global culture and a focus on provider-patient cultural competency as opposed to cultural aspects of IPE.Conclusions: Despite the recognition of the importance of global culture in all interactions, it is not explicitly addressed within the interprofessional healthcare team or the development and implementation of IPE. Studies addressing culturally congruent teamwork and IPE, and the relationship to culturally inclusive patient care, are needed

Cultural considerations in debriefing: A systematic review of the literature

Background: Conversations are influenced by cultural perceptions, beliefs and values. Debriefing is a learning conversation. Without cross-cultural engagement or culturally relevant teaching, learning may be compromised and may result in an outcome opposite of that intended. Objective: This systematic review explores cultural considerations in healthcare simulation debriefing. We sought to explore findings that could help debriefers create culturally responsive and inclusive debriefings. Study selection: Studies were included if they were peer-reviewed articles in any language and focused on healthcare simulation debriefing and global cultural considerations. Research study methods included qualitative, quantitative or both. The review included any health-related profession and level of learner. Findings: Three studies met the criteria. The purposes of the three studies were significantly different and did not directly study cultural considerations in debriefing. Conclusions: The learner-educator relationship is at risk and learning may be negatively impacted without addressing cultural awareness. More studies are needed to fully describe the effect of culture on successful debriefing

Defining Excellence in Simulation Programs

Official publication of the Society for Simulation in Healthcare. This text meets the needs of the increasing numbers of healthcare practitioners, researchers, and educators using simulation techniques for education, assessment, and research. Provides clear definitions and best practices for the many types of simulation programs. It adeptly covers all areas of program management, including staffing, funding, equipment, and education models. Definitive guide to designing, building, and implementing successful cost-effective research-based simulation programs.https://repository.usfca.edu/faculty_books_all/1099/thumbnail.jp

Defining Excellence in Simulation Programs

Official publication of the Society for Simulation in Healthcare. This text meets the needs of the increasing numbers of healthcare practitioners, researchers, and educators using simulation techniques for education, assessment, and research. Provides clear definitions and best practices for the many types of simulation programs. It adeptly covers all areas of program management, including staffing, funding, equipment, and education models. Definitive guide to designing, building, and implementing successful cost-effective research-based simulation programs.https://repository.usfca.edu/faculty_books_2022/1007/thumbnail.jp