Table 3. Key terms Pertaining to Fidelity 6
Term
Definition
▪ The degree to which the simulation replicates the real event and/or workplace; this includes physical, psychological, and environmental elements. ▪ The ability of the simulation to reproduce the reactions, interactions, and responses of the real-world counterpart. It is not constrained to a certain type of simulation modality, and higher levels of fidelity are not required for a simulation to be successful. ▪ The level of realism associated with a particular simulation activity; fidelity can involve a variety of dimensions, including ● (a) physical factors such as environment, equipment, and related tools ● (b) psychological factors such as emotions, beliefs, and self-awareness of participants ● (c) social factors such as participant and instructor motivation and goals ● (d) culture of the group ● (e) degree of openness and trust, as well as participants’ modes of thinking (INACSL, 2013). ▪ A concept which implies that an engagement in simulation is a contract between the instructor and the learner: each has to do his or her part to make the simulation worthwhile (Rudolph, Dieckmann, et al. ). ▪ The degree of engagement that healthcare trainees are willing to give the simulated event. Also known as the “suspension of disbelief , ” it is a literary and theatrical concept that encourages participants to put aside their disbelief and accept the simulated exercise as being real for the duration of the scenario ▪ In health care simulation, high-fidelity refers to simulation experiences that are extremely realistic and provide a high level of interactivity and realism for the learner (International Nursing Association for Clinical Simulation and Learning, 2013). It can apply to any mode or method of simulation; for example: human, manikin, task trainer, or virtual reality. ▪ Not needing to be controlled or programmed externally for the learner to participate (Palaganas, Maxworthy, Epps, & Mancini, 2015); examples include case studies, role playing, or task trainers used to support students or professionals in learning a clinical situation or practice (Adapted from National League for Nursing – Simulation Innovation Resource Center, 2013). ▪ In health care simulation, ensures that all elements of the scenario relate to each other in a realistic way so that the case makes sense as a whole to the learner(s) (For example: Vital signs are consistent with the diagnosis.) To maximize conceptual fidelity, cases or scenarios should be reviewed by subject matter expert(s) and pilot-tested prior to use with learners (Rudolph et al. , 2007; Dieckmann et al., 2007).
Fidelity
Fiction Contract
High Fidelity Simulation
Low Fidelity Simulation
Conceptual Fidelity
26
Powered by FlippingBook