● Conceptual fidelity ensures that all elements of the scenario or case realistically relate to each other so that the patient makes sense to the learner. ● Psychological fidelity maximizes the simulation environment by mimicking the contextual elements found in clinical environments. Examples include an active voice for the patient(s), noise and lighting typically associated with the simulated setting, distractions, family members, other health care team members, time pressure, and competing priorities. ▪ Fidelity elements work synergistically to promote learner engagement. ▪ Use moulage to replicate features or characteristics of the patient situation and when possible and select manikins that respectfully represent the race and culture of the patients in the scenario. ▪ Determine the planned facilitative approach, including the delivery of cues phase and include preparatory activities, during the simulation in the design. ▪ Facilitator involvement should be appropriate to the learner’s knowledge, competency, and experience. ▪ Facilitators should incorporate evidence-based components of cultural diversity within the simulation design and be aware and mindful of the learners’ diverse cultural differences, values, and responsibilities. ▪ Follow the HSSOBPTM Facilitation. ▪ Follow the HSSOBPTM Professional Integrity. ▪ Prebriefing activities are intended to establish a psychologically safe learning environment. ▪ Prebrief prepares learners for a shared mental model and the educational content and briefs them on the ground rules for the SBE. ▪ Follow the HSSOBPTM Prebriefing: Preparation and Briefing. ▪ Use a planned debriefing, feedback session, or a guided reflection exercise to enrich learning and contribute to the consistency of the SBEs for learners and facilitators. ▪ Debriefing and feedback are different, but both are critical elements that should be structured using best practices. ▪ In skills-based or testing simulation activity, debriefing may be replaced by feedback, so the learners are guided to improve further or confirm their practice. ▪ Guided reflection is an intellectual and affective activity that explores the critical elements to gain understanding and insight. Reflection can be integrated with debriefing or accomplished after the event through journaling or open discussions. ▪ Follow the HSSOBPTM The Debriefing Process.
Plan a learner-centered facilitative approach driven by the objectives, learners’ knowledge and level of experience, and the expected outcomes.
Create a prebriefing plan that includes preparation materials and briefing to guide participant success in the simulation-based experience.
Create a debriefing or feedback session and/or a guided reflection exercise to follow the simulation-based experience.
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