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Healthcare Simulation Standards of Best PracticeTM Professional Development

      Abstract

      KEYWORDS

      As the science of simulation continues to evolve, so does the need for additions and revisions to the Healthcare Simulation Standards of Best PracticeTM. Therefore, the Healthcare Simulation Standards of Best PracticeTM are living documents.

      Standard

      Initial and ongoing professional development supports the simulationist across their career. As the practice of simulation-based education grows, professional development allows the simulationist to stay current with new knowledge, provide high-quality simulation experiences, and meet the educational needs of the learners.
      • Hallmark B.F.
      Faculty development in simulation education.
      • Hardie L.
      • Lioce L.
      A scoping review and analysis of simulation facilitator essential elements.
      • Eppich W.
      • Saltzman M.
      Faculty development for mastery learning.
      • Waxman K.T.
      • Telles C.L.
      The use of Benner's Framework in high-fidelity simulation faculty development: The Bay Area Simulation Collaborative Model.
      • Peterson D.T.
      • Watts P.I.
      • Epps C.A.
      • White M.L.
      Simulation faculty development: A tiered approach.

      Background

      In the early development of simulation-based education, much of the training was provided by the manufacturers of the equipment.
      • Bogossian F.
      • Cooper S.
      • Kelly M.
      • Levett-Jones T.
      • McKenna L.
      • Slark J.
      • Seaton P.
      Best practice in clinical simulation education − are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education.
      As the practice of healthcare simulation has evolved over the past decade, more attention has been paid to the pedagogy underlying the practice. The increased focus on pedagogy, training, and professional development of the simulationist has expanded far beyond the technical aspects of simulation. In addition, with an increased focus on participant-centered learning and evidence-based facilitation, the field of healthcare simulation has matured. This evolution led to the development of professional standards and the recognition by regulatory bodies that simulation is a specialized educational strategy. These factors have all contributed to the expansion of and need for professional development.
      • Hallmark B.F.
      Faculty development in simulation education.
      ,
      • Hardie L.
      • Lioce L.
      A scoping review and analysis of simulation facilitator essential elements.
      ,
      • Waxman K.T.
      • Telles C.L.
      The use of Benner's Framework in high-fidelity simulation faculty development: The Bay Area Simulation Collaborative Model.
      ,
      • Peterson D.T.
      • Watts P.I.
      • Epps C.A.
      • White M.L.
      Simulation faculty development: A tiered approach.
      Major accrediting bodies and professional organizations recognize the need for ongoing professional development for simulationists. The Society for Simulation in Healthcare (SSH) has published Accreditation Standards for simulation programs.

      Society for Simulation in Healthcare Certified Healthcare Simulation Educator Examination Blueprint (2018). Version Examination Blueprint. https://www.ssih.org/Portals/48/Certification/CHSE_Docs/CHSE_Examination_Blueprint.pdf.

      ,
      Society for Simulation in Healthcare
      Committee for Accreditation of Programs HS.
      The Standards include a requirement for specific training for simulationists.
      Society for Simulation in Healthcare Accreditation Council
      SSH Certification Healthcare Simulation Educator -Advanced Handbook.
      The Association for Standardized Patient Educators (ASPE)
      • Lewis K.L.
      • Bohnert C.A
      • Gammon W.L.
      • Holzer H.
      • Lyman L.
      • Smith C.
      • Thompson T.M.
      • Wallace A.
      • Gliva-McConvey G.
      The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
      and the Association for Simulated Practice in Healthcare (ASPiH)
      • Purva M.
      • Nicklin J.
      ASPiH standards for simulation-based education: Process of consultation, design and implementation.
      both include a requirement for professional development in their standards. The National Simulation Guidelines for Prelicensure Nursing Programs, published by the National Council of State Boards of Nursing (NCSBN),
      • Alexander M.
      • Durham C.F.
      • Hooper J.I.
      • Jeffries P.
      • Goldman N.
      • Kardong-Edgren S.
      • Kesten K.S.
      • Spector N.
      • Tagliareni E.
      • Radtke B.
      • Tillman C.
      NCSBN Simulation Guidelines for Prelicensure Nursing Programs.
      specify the need for educator training and that training adheres to simulation standards of best practice. These organizations set expectations for individuals and simulation programs to demonstrate adherence to professional SBE standards. These professional standards include a commitment to foundational and ongoing professional development and assessment of competence.
      • Hardie L.
      • Lioce L.
      A scoping review and analysis of simulation facilitator essential elements.
      Simulationists
      • Lioce L.
      • Meakim C.H.
      • Fey M.K.
      • Chmil J.V.
      • Mariani B.
      • Alinier G.
      Standards of Best Practice: Simulation Standard IX: Simulation Design.
      fulfill a variety of roles and responsibilities. These roles and responsibilities will vary from institution to institution, based on organizational resources and the previous experience, knowledge, and skills of the simulationist. Depending on the institution, the simulationist may be asked to be an administrator, facilitator, educator, researcher, operations specialist, technical specialist, or some combination of these roles. In consideration of these factors, as well as a careful examination of the literature, this standard is named “The Professional Development Standard” rather than “The Faculty Development Standard”. For the purpose of this Standard, professional development refers to instruction and activities that improve simulation skills specific to the roles mentioned above. The professional development standard provides a roadmap for simulationists; following this standard will ensure the simulationist is trained at all levels of simulation design, implementation, and evaluation and support quality and excellence for learner experiences ”.

      Criteria Necessary to Meet this Standard

      • 1
        Perform an educational needs assessment that includes a gap analysis to provide the foundational evidence for a well-designed professional development plan.
      • 2
        Participate in professional development activities that address desired learning outcomes and align with an individual's role and the priorities of the institution.
      • 3
        Reevaluate the professional development plan on a regular basis using formative and summative methods by both the individual and the organization.
      Criterion 1: Perform an educational needs assessment for each individual that includes a gap analysis to provide the foundational evidence for a well-designed professional development plan.
      Required Elements:
      • Develop the educational needs assessment utilizing formative and summative assessment of the individual's skill set based on educational standards, review of professional literature, current practices, and organizational needs. This should include self-reflection, assessment of current knowledge, and future goals.
      • Identify gaps based on recognized resources, including, but not limited to: Healthcare Simulation Standards of Best PracticeTM, Certified Healthcare Simulation Educator (CHSE) Standards,

        Society for Simulation in Healthcare Certified Healthcare Simulation Educator Examination Blueprint (2018). Version Examination Blueprint. https://www.ssih.org/Portals/48/Certification/CHSE_Docs/CHSE_Examination_Blueprint.pdf.

        Society of Simulation and Healthcare (SSH) Accreditation Standards,
        Society for Simulation in Healthcare
        Committee for Accreditation of Programs HS.
        Association for Standardized Patient Educators (ASPE) Standards,
        • Lewis K.L.
        • Bohnert C.A
        • Gammon W.L.
        • Holzer H.
        • Lyman L.
        • Smith C.
        • Thompson T.M.
        • Wallace A.
        • Gliva-McConvey G.
        The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
        Association for Simulated Practice in Healthcare (ASPiH Standards),
        • Purva M.
        • Nicklin J.
        ASPiH standards for simulation-based education: Process of consultation, design and implementation.
        National Organization of Nurse Practitioner Faculties (NOPF),
        • Lioce L.
        • Conelius J.
        • Brown K.
        • Schneidereith T.
        • Nye C.
        • Weston C
        • Bigley M
        Simulation Guidelines and Best Practices for Nurse Practitioner Programs.
        the Canadian Certified Simulation Nurse Educators competencies (CASN).
        Canadian Association of School of Nursing
        Canadian Simulation Nurse Educator Certification Program.
      Criterion 2: Participate in professional development activities that address learning outcomes and align with an individual's role and the priorities of the institution.
      Required Elements:
      • Pursue professional development based on identified learning outcomes.
      • Incorporate current best practices found in the literature into daily practice.
      • Contribute to the body of knowledge in simulation (e.g., publications, editorials, empirical research, blogs, social media, and presentations).
      • Integrate standards from professional organizations (e.g. Healthcare Simulation Standards of Best PracticeTM, CHSE Standards,

        Society for Simulation in Healthcare Certified Healthcare Simulation Educator Examination Blueprint (2018). Version Examination Blueprint. https://www.ssih.org/Portals/48/Certification/CHSE_Docs/CHSE_Examination_Blueprint.pdf.

        SSH Accreditation Standards,
        Society for Simulation in Healthcare
        Committee for Accreditation of Programs HS.
        APSE Standards,
        • Lewis K.L.
        • Bohnert C.A
        • Gammon W.L.
        • Holzer H.
        • Lyman L.
        • Smith C.
        • Thompson T.M.
        • Wallace A.
        • Gliva-McConvey G.
        The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
        ASPiH Standards,
        • Purva M.
        • Nicklin J.
        ASPiH standards for simulation-based education: Process of consultation, design and implementation.
        National Organization of Nurse Practitioner Faculties (NOPF),
        • Lioce L.
        • Conelius J.
        • Brown K.
        • Schneidereith T.
        • Nye C.
        • Weston C
        • Bigley M
        Simulation Guidelines and Best Practices for Nurse Practitioner Programs.
        CASN Standards
        Canadian Association of School of Nursing
        Canadian Simulation Nurse Educator Certification Program.
        and Healthcare Simulation Dictionary.
        • Downing D.
        • Chang T.P.
        • Robertson J.M.
        • Anderson M.
        • Diaz D.A.
        Healthcare Simulation Dictionary –Second Edition.
      • Attend and contribute to healthcare simulation conferences at the local, regional, national, and international levels.
        • Partner with colleagues in the field to present a session, poster or workshop.
        • Develop and lead a session, poster or workshop.
      • Develop a community of practice at the local, regional, national, and international levels.
        • Foster peer relationships within the field of healthcare simulation.
        • Engage with simulation experts who can serve as mentors, provide feedback, and contribute to continuous professional growth.
        • Incorporate peer review and mentoring as a developmental strategy.
        • Explore opportunities to collaborate with others in the field of simulation.
        • Develop mentorship skills and foster the growth of others in simulation.
      • Pursue professional certification through simulation organizations.
      • Participate in formal education programs in healthcare simulation such as certificates, academic degrees, and fellowships.
      • Ensure the organization supports the development of an actionable professional development plan that aligns with the individual's role and the priorities of the institution.
      Criterion 3: Reevaluate the professional development plan on a regular basis using formative and summative methods by both the individual and the organization.
      Required Elements:
      • Simulation professionals should commit to continued professional growth through reflection on current knowledge, skills, and abilities, and review of professional literature, current practices, and organizational needs.
      • Resources for reevaluation and goal setting may include: Healthcare Simulation Standards of Best PracticeTM, CHSE Standards,

        Society for Simulation in Healthcare Certified Healthcare Simulation Educator Examination Blueprint (2018). Version Examination Blueprint. https://www.ssih.org/Portals/48/Certification/CHSE_Docs/CHSE_Examination_Blueprint.pdf.

        SSH Accreditation Standards,
        Society for Simulation in Healthcare
        Committee for Accreditation of Programs HS.
        APSE Standards,
        • Lewis K.L.
        • Bohnert C.A
        • Gammon W.L.
        • Holzer H.
        • Lyman L.
        • Smith C.
        • Thompson T.M.
        • Wallace A.
        • Gliva-McConvey G.
        The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
        ASPiH Standards,
        • Purva M.
        • Nicklin J.
        ASPiH standards for simulation-based education: Process of consultation, design and implementation.
        National Organization of Nurse Practitioner Faculties (NOPF),
        • Lioce L.
        • Conelius J.
        • Brown K.
        • Schneidereith T.
        • Nye C.
        • Weston C
        • Bigley M
        Simulation Guidelines and Best Practices for Nurse Practitioner Programs.
        CASN Standards,
        Canadian Association of School of Nursing
        Canadian Simulation Nurse Educator Certification Program.
        and Healthcare Simulation Dictionary.
        • Downing D.
        • Chang T.P.
        • Robertson J.M.
        • Anderson M.
        • Diaz D.A.
        Healthcare Simulation Dictionary –Second Edition.

      About the International Nursing Association for Clinical Simulation and Learning

      The International Nursing Association for Clinical Simulation and Learning (INACSL) is the global leader in transforming practice to improve patient safety through excellence in health care simulation. INACSL is a community of practice for simulation where members can network with simulation leaders, educators, researchers, and industry partners. INACSL also provides the INACSL Standards of Best Practice: SimulationSM, an evidence-based framework to guide simulation design, implementation, debriefing, evaluation, and research.

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        Faculty development in simulation education.
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        Faculty development for mastery learning.
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        Simulation faculty development: A tiered approach.
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        Best practice in clinical simulation education − are we there yet? A cross-sectional survey of simulation in Australian and New Zealand pre-registration nursing education.
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