Working with actors in healthcare simulation

Working with actors in healthcare simulation

BEST G N I T A R O P R O C IN PRACTICES Working with actors

in healthcare simulation N, CHSE N, MSN/ED, R PENNI SADLO R TION DIRECTO SSOR / S IM U LA E F O R P T N A

T ASSI S Rhode Island College School of Nursing 2018 Association of standardized patient Educators (ASPE)* Standards of best practice (SOBP) *The following information is provided by Lewis, et al. (2017) Association of Standardized Patient Educators Standards of Best Practice. Advances in Simulation, 2 (10), DOI 10.1186/s41077-017-0043-4 Aspe-sobp DOMAIN 1: SAFE WORK

ENVIRONMENT DOMAIN 2: CASE DEVELOPMENT DOMAIN 3: TRAINING (SP)/ACTORS DOMAIN 4: PROGRAM MANAGEMENT DOMAIN 5: PROFESSIONAL DEVELOPMENT

Domain 1 safe work environment: Key concepts SAFE WORK PRACTICES CONFIDENTIALITY RESPECT Safe working conditions (psychological safety, breaks, role demand) Actor screen to assess appropriateness for role Key

examples of domain 1: safe work practices Delineate expectations and clear guidelines Adverse event planning De-rolling and debriefing Sp/actor support Domain 1: confidentiality SP/Actors understand confidentiality of all stakeholders

Personal information Proprietary information Principles of confidentiality Respect for actor self-identified personal/ Respect physical boundaries Domain 1: respect Provide enough information for actor to

Provide make informed decision to take on role Define clear protocols of what is/is not Define included in actor compensation Domain 2: case development PREPARATION CASE COMPONENTS Domain 2: preparation Relevant clinical portrayal avoiding stereo-types, bias Based on real situations Enough time for development, implementation, pilot, and revision

*Follows *INACSL best practice for simulation objectives and outcomes INACSL International Nurses Association for Clinical Simulation and Learning Domain 2: case components Case matches level of learners (demonstrated in objectives and outcomes) Simulation design is repeatable and demonstrates overall purpose of simulation Enough information back story, history, affect, demeanor, signs and symptoms to simulate, behaviors, attitudes Case specific feedback for debriefing (how will actors provide feedback?) Domain 3: Training sps/actors PREPARATION FOR TRAINING TRAINING FOR ROLE PORTRAYAL

TRAINING FOR COMPLETION OF ASSESSMENT INSTRUMENTS (NEED NURSING FEEDBACK TOOL HERE) REFLECTION IN THE TRAINING PROCESS Domain 3: preparation for training 1 REVIEW MATERIALS FOR TRAINING

2 ADDRESS ACTOR KNOWLEDGE GAPS 3 BE AWARE OF SPECIAL INSTRUCTIONS Domain 3: training for role portrayal Review key objectives: learner level, purpose, scope,

objectives Discuss and practice expected role portrayal affects, signs, behaviors Ensure consistency and accuracy Assess actor readiness for role portrayal through repeated practice and feedback Context of feedback Tools available: (need to create based on

expected outcomes) Subject matter experts (smes) can help with this (e.g. professors) Train actors to deal with unexpected student behaviors (psychological safety and cognitive load) Domain 3: training for completio n of assessme nt feedback

Domain 3: training for feedback Review Review fundamental principles of feedback for level of learner and purpose of simulation (e.g. formative compassionate) Inform Inform actors how feedback is given, when, by whom, in what setting

Decide Decide what process feedback will follow: formal assessment, narrative, checklist, etc. Encourage actor reflection on performance for improvement and quality management Assist with reflection giving actors an opportunity to debrief and de-role. Domain 3: reflection in the training

process Domain 4: program management REFER TO INACSL STANDARD ON PROFESSIONAL INTEGRITY PURPOSE EXPERTISE POLICIES AND PROCEDURES

QUALITY MANAGEMENT RECORDS MANAGEMENT TEAM MANAGEMENT Domain 4: purpose DEVELOP A MISSION STATEMENT DEVELOP PROGRAM GOALS

DEVELOP MEASURABLE OBJECTIVE FOR EACH GOAL Possess Advocate Domain 4: expertise Identify Collaborate Train

Possess depth of knowledge of sps and actors in simulation Advocate for the integration of sp/actor simulation methodology Identify when an sp or actor is appropriate for a simulation activity Collaborate with subject matter experts (SMEs) in case design, training and assessments Train actors according to project parameters Domain 4: policies and procedures coordinate efforts with leadership team (RICSON/RINEC collaboration) Develop and document policies to guide program activities Develop policies that are inclusive and consider disability access

Develop policies of administration (business and strategic planning) Records management: develop a system for recording keeping, evaluations, outcomes, recording data, privacy, consent forms, release forms (e.g. our cae systems) *Specific to RICSON simulation program goals coordinate efforts with leadership team (RICSON/RINEC collaboration) Domain 4: team management** **Consult with legal and human resource management for actor employment status, (independent contractor), and have agreement among all constituents. **develop processes to screen, interview, select, debrief and maintain sp and Actor list. Advocate for ongoing development of actor staff. **Specific to RICSON/RINEC Memorandum of Understanding

Domain 4: quality management** Gather data regularly to assess alignment of program activities with legislated, institutional and program accreditation policies and procedures. Gather feedback from all involved stakeholders (faculty, students, actors, leadership) Analyze data regularly Provide a process for continuous improvement and communication of improvement changes. **Specific to RICSON/RINEC Memorandum of Understanding Domain 5: practice CAREER DEVELOPMENT

SCHOLARSHIP LEADERSHIP Domain 5: career developmen t Develop and promote Develop and promote expertise in knowledge, skills, and attitudes in sp/ actor-based simulation Develop and

promote Develop and promote expertise in theories, principles, and processes of education and assessment relevant to the context of nursing practice. Maintain Encourage Maintain membership in professional simulation organizations (ASPE, INACSL, SSiH, etc) Encourage educational opportunities (conferences, workshops) Develop

Develop personal management skills (time management, wellness strategies, career planning) Seek out Seek out career mentoring Understand Understand scholarly opportunities in sp/ actor methodology Identify Identify and/or develop new

contexts for sp/actor methodology Contribute Contribute to the advancement of best practices through innovation, research, and dissemination (publications, presentations) Domain 5: scholarshi

p Domain 5: Leadership 1 2 3 Promote understanding and development of sp/actor methodology locally, nationally, and internationally Support and mentor other sp/ actor educators and trainers

within ones institution and the community of practice. Seek out and advocate for growth of leadership skills (collaboration, team building, change management, interpersonal effectiveness, conflict resolution). resources International nurses association for clinical simulation and learning (INACSL) at: inacsl.org The Society for simulation in healthcare (ssih) at ssih.org

Association of standardized patient educators (ASPE) at ASPEducators.org THANK YOU FOR YOUR ATTENTION! Photos from creative commons Presentation of working with actors in HEALTH CARE simulation 2018 Sadlon

Recently Viewed Presentations

  • Professionalism and Mental Health Cheryl S. Al-Mateen, MD ...

    Professionalism and Mental Health Cheryl S. Al-Mateen, MD ...

    Professionalism and Mental Health Cheryl S. Al-Mateen, MD, FAACAP, FAPA Department of Psychiatry VCU School of Medicine * * Since this list is imperative for us in the MCV Community, I will review each standard * * This is the...
  • BANCO CENTRAL DE HONDURAS - unstats.un.org

    BANCO CENTRAL DE HONDURAS - unstats.un.org

    BANCO CENTRAL DE HONDURAS TALLER SOBRE ESTADÌSTICAS DEL COMERCIO INTERNACIONAL DE SERVICIOS 13-16 DE SEPTIEMBRE DE 2005, CIUDAD DE PANAMÀ. INTRODUCCIÒN El Banco Central de Honduras, a través de la Subgerencia de Estudios Económicos es la entidad encargada de elaborar...
  • Images for the Greek Culture Packet

    Images for the Greek Culture Packet

    (<-----so this guy probably wasn't really that ripped) Dipylon Vase The Greeks built their theaters on hillsides. They used the natural slope of the hill for seating the audience. A large circular area called the orchestra was located at the...
  • Magic Plank - UCF Department of EECS

    Magic Plank - UCF Department of EECS

    PID : Proportional Integral Derivative Control. P = Directly proportional to the current angle. I = Integral of the angle as a function of time (prevent over-correction) D = Derivative, the change in time (accounts for rapid change) Kp,Ki,Kd =...
  • APS Division of Nuclear Physics: 2007 Long Range

    APS Division of Nuclear Physics: 2007 Long Range

    Outline EIC Design Specifications Proposed EIC Designs Luminosity Concepts Machine Designs eRHIC ELIC LHeC R&D Required Performance Summary Conclusions EIC Accelerator Design Specifications Various Drivers: High L for spin physics (Ecm ~ 20+ GeV): Polarized H, D, 3He Large Reach...
  • ODD/CD IMPLICATIONS? ODD/CD in evidence? Not responding to

    ODD/CD IMPLICATIONS? ODD/CD in evidence? Not responding to

    ODD/CD. SCREEN WITH: Child Behavior Checklist (Achenbach & Edelbrock, 2001) Child Symptom Inventory (Gadow & Sprafkin, 1994) Teacher, Parent, Youth Self-Report
  • Measuring Mass - I Love Science

    Measuring Mass - I Love Science

    Measuring Mass Mass is the amount of matter in an object Matter is some thing that has mass and takes up space Units for measuring mass Mass is measured in grams and kilograms 1 paper clip =1 gram 1000g =...
  • Physics 123 &quot;Majors&quot; Section Unit 1

    Physics 123 "Majors" Section Unit 1

    180 Remember these? "Fresnel Equations" Back to 1D case From low to high index: 180 phase shift From high to low index: no phase shift Quick writing: What does the thickness of this slab need to be to get constructive...