▪ Work with individuals of other professions to maintain a climate of mutual respect and shared values. ▪ Provide clear communication and honest feedback in an effective, respectful manner and maintain professional boundaries. ▪ Recognize disruptive behavior during SBE and take measures to halt it. ▪ Interact and treat simulated patients and other simulation staff with respect as valuable members of the SBE.
Create and maintain a safe learning environment. (Follow the HSSOBP TM Prebriefing: Preparation and Briefing and The Debriefing Process).
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Practice inclusion by respecting equity, diversity, and inclusivity among all involved and in all aspects of SBE.
Everyone is expected to be: ● Honest, mindful, and sensitive to all differences and ethical issues related to the SBE. ● Cognizant of issues related to the care of diverse populations. ● Aware of social determinates of health, diverse worldviews and individual differences that characterize patients, populations, and the health team. ● Respectful of the unique perspectives related to cultures, values, roles, responsibilities, and expertise of other health professions and the impact these factors can have on health outcomes
▪ Ethical practice and academic integrity derived from honesty should be the foundation of the learning environment. ▪ Determine Policies and procedures for the appropriate sharing of learner performance with those that need to know and have a legitimate educational interest, including mechanisms for monitoring, reporting, and addressing violations. ▪ Determine Policies and procedures for securing and destroying written documents, audio, and/or video footage.
Require confidentiality of the performances and scenario content based on institution policy and procedures
Interprofessional Simulation An Interprofessional Simulation involves “An educational environment where students from two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes.” (World Health Organization Interprofessional Education and Collaborative Expert Panel, 2011.) 6 Many health care profession’s accrediting bodies now include criteria encompassing Interprofessional Education (IPE). SBEs offer an ideal opportunity for learners from different health disciplines to practice collaboratively to deliver effective care.
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