Transcript 1 note per table

Discover Simulation
Agenda
• Overview of Discover Simulation Toolkit
• Needs Assessment / Implementation
• Knowledge/Skill Acquisition
• Simulation in Teams
• Debriefing
• Close the Performance Gap
Agenda
What are the
most
important issues?
1 note per table
Overview
Laerdal and JEMS provide comprehensive
approach to teaching using blended learning methodology
Overview
Goal: Help make simulation training easy
Title that best describes your role
31%
21%
21%
18%
10%
0%
Ot
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Dept. Training Officer
College Faculty/Instructor
Medical Director
Quality Role
Nursing
Other
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lle
in
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B.
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Program’s current use of simulation in training programs
Regularly (once a month)
Occasionally (few times a year)
Limited
Never
32%
26%
23%
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L im
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19%
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B.
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How do you use simulation?
Teaching
Assessment
Do not use
Other
36%
36%
18%
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Do
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t
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10%
Te
ac
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B.
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D.
Previous Simulation Training
Formal class
User Network
Read Directions
Webinar
Conference
Other
41%
19%
15%
11%
11%
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ar
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c la
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4%
Fo
r
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B.
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D.
E.
F.
What Leads to Effective Learning?
Well-designed simulation training
improves performance
My Overall Proficiency Using Simulation
A. Expert – can teach
other instructors
B. Competent to teach
students
C. Not ready to teach
students
D. Just starting to learn
Overview
Turn-key education system…
Phases of Sim-Based Education
PERFORM LEARNING CLOSE PERFORMANCE
NEEDS ASSESSMENT
GAPS & REPORT
KNOWLEDGE
ACQUISITION
Administer
Knowledge Pre-Test
Assign
Asthma Article
Discuss Asthma
Case Study
Administer
Knowledge Post-Test
Facilitate
Debriefing
Perform Asthma
Simulation
SIMULATION IN TEAMS
SKILLS PROFICIENCY
Practice Skills
Discover Simulation Components
Objectives linked to
EMT & EMT-P
Curricula >
Perform Learning Needs Assessment
Assess Needs -Why Use Simulation?
Reduce
Human Error
Practice in
Controlled Environment
Assess Systems
On-Demand
Access to Patients
Increase
Skill Development
Regulatory
Requirements
How does your organization perform needs assessment?
QI data analysis
Surveys
Interviews
Direct observation
Other
40%
20%
17%
13%
Ot
he
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10%
QI
A.
B.
C.
D.
E.
Assess Needs
Review and discuss case study – select group spokesperson
Knowledge Acquisition
Discover Simulation Components
Article &
Pre/Post Test >
Discover Simulation Components
Item analysis
worksheet >
Knowledge Acquisition
Discuss how data from the pre-test and post-test
may be used to improve the quality of training.
Knowledge Acquisition
REMEMBER: Reflection, combined with feedback, enhances performance.
Skills Proficiency – Individual
Skills Proficiency
Discuss the availability of relevant skills checklists
Discuss the importance of validity and reliability
Skills Proficiency – Teams & Systems
Discover Simulation – Scenario Operations
Prepare for
Simulation >
Prepare…
1. the learners
2. the instructors
3. the simulator
4. the learning
environment
Discover Simulation – Scenario Operations
Scenario Operations >
SimMan
ALS Simulator
SimPad
Discover Simulation Components
Discover Simulation – Scenario Operations
1. Watch learner’s performance
2. Click events
3. Performance is registered in the
debriefing log
Discover Simulation- Scenario Operations
Initial State
O2 &
Beta Agonist
Improvement
Improvement
7 minutes
O2 &
Beta Agonist
Deterioration
2 minutes
Fail
Discover Simulation – Facilitated Debriefing
Debriefing can make or break a simulation session
Discover Simulation - Facilitated Debriefing
You can see actions, but never frames
Rudolph J, et al. There’s no such thing as ”nonjudgmental” debriefing” A theory and method for debriefing
with good judgment. Simul Healthcare 2006;1: 49–55
Discover Simulation – Facilitated Debriefing
Advocacy
Inquiry
• My perspective
• Short, open ended questions
• Use first person
• “I wonder what happened…”
• Make perspective clear
• I’m curious how you see it?”
• I observed _______________
• I’m concerned / pleased
because
_______________________
Discover Simulation – Facilitated Debriefing
Beginning – Reactions Phase
Allow participants to express their initial reactions (emotion OK)
Discusses facts as necessary to eliminate confusion
Avoid ridiculing or shifting right to analysis
Middle – Analysis Phase
Ask questions that prompt the learner to discuss and reflect
Listen with genuine curiosity – seek to understand their “frames”
Avoid telling the participants what to do without getting them to reflect first
End – Summary Phase
Ask participants to summarize what they learned
“what went well?”
“Given a similar situation, what would you do differently?”
Evaluate the Simulation Education Program
Level I
Level II
Level III
Level IV
Reaction
Learning
Behavior
Outcome / ROI
Return on
Expectations
Kirkpatrick, D.L., Evaluating Training Programs: The Four Levels. San Francisco, CA: Berret-Koehler Publishers,
1998.
Implementation
Next Actions
1. Visit www.laerdal.com/discoversimulation
2.
Register for follow-up webinar
3. Request toolkit and scenario
4. Join the Discover Simulation forum
www.laerdal.com/discoversimulation
Review & Questions