● Formative — a type of assessment (sometimes called an evaluation) “wherein the facilitator’s focus is on the participant’s progress toward goal attainment through preset criteria; a process for an individual or group engaged in a simulation activity for the purpose of providing constructive feedback for that individual or group to improve ” (National League for Nursing Simulation Innovation Resource Center [NLN-SIRC], 2013; Scheckel, 2016), (INACSL Standards Committee, 2016c, p.S41). Often completed at the same time as the instruction (Hamdorf & Davies, 2016), development of the individual is the focus for the simulation objectives/outcomes to be reached (INACSL Standards Committee, 2016c). ● Summative — a type of assessment (sometimes called an evaluation) “at the end of a learning period or at a discrete point in time in which participants are provided with feedback about their achievement of outcome through preset criteria; a process for determining the competence of a participant engaged in healthcare activity. The assessment of achievement of outcome criteria may be associated with an assigned grade ” (NLN-SIRC, 2013; Scheckel, 2016), (INACSL Standards Committee, 2016c, p. S41). Performance of the individual is compared to a specific standard (Hamdorf & Davies, 2016). ● High-stakes — a type of assessment (sometimes called an evaluation) “associated with a simulation activity that has a major academic, educational, or employment consequence (such as a grading decision, including pass or fail implications; a decision regarding competency, merit pay, promotion, or certification) at a discrete point in time ” (Hidden curriculum, 2014)” (INACSL Standards Committee, 2016c, p. S41) . ▪ The education of health care professionals with different but complementary knowledge and skills in a simulation environment that promotes a collaborative team approach. ▪ Simulation-enhanced interprofessional education (Sim-IPE) occurs when participants and facilitators from two or more professions are engaged in a simulated health care experience to achieve shared or linked objectives and outcomes (Decker, et al., 2015). It is designed for the individuals involved to “learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010, p.13). ▪ A collaborative educational approach that brings together health care professionals of varying specialties in a simulation environment engaging learners in an interprofessional teamwork model (Decker et. al., 2008). ▪ A simulation environment of equal and mutual respect and recognition of each team member’s knowledge and skills .
Simulation- Enhanced Interprofessional Education
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