sociocultural, transformative educational theories, systems and organizational change theories. ● Model professional integrity. ● Create a learning environment of mutual respect and manage conflict to promote partnerships in learning. ● Provide accurate, specific, and timely feedback to promote critical and reflective thinking. ▪ Follow the HSSOBP TM The Debriefing Process. ▪ Follow the HSSOBPTM Professional Integrity. ▪ Assess the individual needs of participants and determine the facilitative approach when designing the SBE. ▪ Use facilitation methods that are appropriate to the modality and fidelity of the SBE. ▪ Allow the simulation scenario to progress with or without interruption depending on the level of the participants and learning objectives. ▪ Deliver consistent experiences across cohorts of participants. ▪ Collect assessment and evaluation data through observation and monitoring. ▪ Follow the HSSOBPTM Evaluation of Learning and Performance. ▪ Follow the HSSOBPTM Simulation Design. ▪ Provide participants with information and/or preparatory activities, skills review, and practice time before the SBE and discuss ground rules to create a noncompetitive and safe learning environment. ▪ Recognize that mistakes may happen, and reflection will occur during the debriefing. ▪ Follow the HSSOBPTM Prebriefing: Preparation and Briefing. ▪ Follow the HSSOBPTM Professional Integrity. ▪ Deliver cues / prompts/ triggers to draw attention to significant information related to the context of the scenario or case. They can be predetermined or unplanned. ▪ Predetermined cues are incorporated into the design of the SBE based on common or anticipated actions by participants while unplanned cues aren’t previously anticipated. ▪ Use cues to redirect participants when the simulated reality is unclear or when participants need redirection to obtain expected learning outcomes. ▪ Cues given during the simulation should maintain fidelity of the scenario/ case and may be delivered resourcefully using laboratory results, moulage, phone calls from providers or other health care departments, comments from patient, a family member, or triggered by equipment in the room. An embedded participant or a standardized patient can be used to provide cues to manage unanticipated events.
The facilitative approach is appropriate to the level of learning, experience, and competency of the participants
Facilitation methods prior to the SBE include preparatory activities and prebriefing to prepare participants. This introduction promotes psychological safety for the participant.
Facilitation methods involve the delivery of cues aimed to assist participants in achieving expected outcomes.
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