THE BARRIERS SBEs are labor intensive and require extensive planning to coordinate and execute. Increased demand on faculty time for preparation and implementation is one of the most cited barriers to simulation along with cost, and lack of resources and equipment. 4 Scheduling presents another logistical challenge to implementing simulation because finding adequate time to execute the critical elements limits their feasibility. This is particularly true with Interprofessional Simulations which involve more than one professional discipline. According to the 2024 Institutional Profile Survey from the American Council of Academic Physical Therapy (ACAPT) 94% (n=207) of PT programs report using Simulations yet only 37.7 % (n=77) report that faculty have received formal training in this multifaceted teaching modality. 5 Due to high variability, not all SBEs are created equal and profound variations exist in the learning experiences both within and between health care professions, institutions and curricula. In a scoping review of 182 articles describing SBEs in PT education, Stockert et al. found that 94% did not follow the International Nursing Association for Clinical Simulation and Learning (INACSL) Healthcare Simulation Standards of Best Practice, omitting the needs assessment, prebrief, and debrief standards. Furthermore, only 26% used standardized outcome measures to assess students learning. 2 THE GUIDELINES The International Nursing Association for Clinical Simulation and Learning (INACSL) describes simulation as “a specialized educational strategy” and as such requires simulators and facilitators to demonstrate proficiency in the knowledge and skills pertaining to the Healthcare Simulation Standards of Best practice TM . Two readily available resources provide foundational information essential to simulations; the Health Simulation Dictionary Second edition (2.1) published by the Society for Health Care Simulation in conjunction with the Agency for Health Research and Quality (AHRQ) and the Healthcare Simulation Standards of Best Practice established by the International Nursing Association for Clinical Simulation and Learning (INACSL). 6, 7-11 The complete Health Simulation Dictionary can be accessed at https://www.ssih.org/dictionary . Selected terms from this resource are found in the Appendix. The Healthcare Simulation Standards of Best Practice ( HSSOBP TM ) represent a body of work or “living document” which originated in 2011 and has developed over time with the growing evidence in simulation. Access it online at https://www.inacsl.org/healthcare-simulation-standards. The 2.1 version, published in eleven separate articles in Clinical Simulation in Nursing (2021), adds two new standards; Professional Development and Prebriefing to the previous nine. 7 For ease of use, a synopsis and abbreviated versions of the current standards are outlined in Boxes 1-11. The HSSOBP TM acknowledges the following professional organizations involved in the regulation and accreditation of Simulation Education: Healthcare Simulation Standards of Best Practice TM , Certified Healthcare Simulation Educator (CHSE) Standards, Society of Simulation and Healthcare (SSH) Accreditation Standards, Association for Standardized Patient Educators (ASPE) Standards, Association for Simulated Practice in Healthcare (ASPiH Standards), National Organization ofNurse Practitioner Faculties (NOPF), the Canadian Certified Simulation Nurse Educators competencies (CASN). 8
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