The Simulation Design The Simulation Design standard acts as a blueprint for effective SBE based on sound pedagogical principles in adult and simulation education and incorporates the mission of the institution along with the clinical standards for best care. Proper simulation planning defines the objectives for the SBE and drives learner-centered outcomes.
Box. 3 Healthcare Simulation Standards of Best Practice: Simulation Design 10
Criterion
Summary of Elements
▪ Experts should be knowledgeable of ethical standards of simulation-based experiences and adhere to the Healthcare Simulationist Code of Ethics. ▪ Follow the HSSOBPTM Professional Integrity. ▪ Follow the HSSOBPTM Professional Development.
Simulation experiences should be designed in consultation with content experts as well as simulationists who are knowledgeable and competent in best practices in simulation education, pedagogy, and practice. Perform a needs assessment to provide the foundational evidence of the need for a well-designed simulation-based experience.
▪ Examine knowledge, skills, attitudes, and/or behaviors of individuals; organizational initiatives; systems analysis; clinical practice guidelines; quality improvement programs; and/or patient safety goals including: ● Causes of concern ● Organizational analysis of strengths, weaknesses, opportunities, and threats (SWOT) ● Outcome data ▪ Use the needs assessment results to guide the development of an overarching goal or broad objective for the simulation which directs the designer in the development of simulation- specific objectives. ▪ Use the results of the needs assessment to create relevant, innovative, and interactive SBEs that: ● Enhance curriculum ● Provide opportunities for standardized clinical experiences. ● Address competencies ● Promote quality of care, patient safety, and readiness for clinical practice. ▪ Follow the HSSOBPTM Objectives and Outcomes. ▪ Use broad objectives to reflect the purpose of the simulation- based experience and are related to organizational goals. ▪ Create specific objectives for learner performance measures. ▪ Determine which objectives will or will not be available to the learner before the experience for instance, specific critical actions may be withheld until the debriefing session to highlight learning. ▪ Follow the HSSOBPTM Objectives and Outcomes.
Construct measurable objectives that build upon the learner’s foundational knowledge.
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