▪ Consider human resource factors (full-time, adjunct, volunteer, or student) relating to workload, orientation, education, and competency. ▪ Define data collection, storage, access, destruction, and reporting processes that align with institutional and accrediting bodies’ expectations. ▪ Provide safety information for handling, securing, storing, and maintaining any chemical, medication, or other hazardous supplies and how they will be managed by personnel. ▪ Specify guidelines for equipment storage, location, security, safety, and access. ▪ Establish guidelines and procedures for sharing confidentiality expectations for learners, faculty, facilitators, embedded participants, and personnel.
Create policies and procedures to support and sustain the SBE program.
Learning Outcomes and Objectives
Learning outcomes and objectives dictate simulation design and implementation. Although closely related, the Health Simulation Dictionary states that learning outcomes “are a measurable judgement” that “measure the effect on learning: psychomotor, affective and cognitive skills” while a learning objective is the “expected goal of a curriculum, course, lesson or activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction” 6 Roughly differentiated, outcomes tend to be overarching goals such as those influenced by accreditation and programmatic requirements, while Bloom’s taxonomy is often used to convey learning objectives.
Box. 7 Healthcare Simulation Standards of Best Practice: Outcomes and Objectives 14
Criterion
Summary of Elements
▪
Establish learner outcomes influenced by accreditation, program, curriculum and/or patient care needs that are measurable and appropriately scaffolded to learner knowledge, skills, and attitudes.
Outcomes are: ● Based on programmatic goals and consistent with the mission & vision of the program. ● Based upon needs assessment, evidence-based practice, clinical partners, and stakeholders. ● Representative of equity, inclusivity & diversity. ●
Consistent with an identified framework i.e., New World Kirkpatrick’s Model (reaction, learning, behavior, & results). ● Driven by objectives within educational or clinical setting. ● Communicated purposefully to learners in advance of SBE. ▪ Follow HSSOBPTM Simulation Design
▪
Create objectives for the simulation-based experience to
Outcomes are: ● Goal-driven and scaffolded based upon the revised Bloom’s
15
Powered by FlippingBook