1. Competency Based Orientation
Simulation Lab

2. Why? Competencies support high-quality, safe care.
Defines the roles and expectations of new employees.
Ensures every employee gets the same information.
Incorporates evidence into practice.

3. ASPAN Recommendation
ASPAN leadership developed Competency Based Orientation
A recent update released last year
We should incorporate these competencies into our orientation programs.
There are multiple competencies conducive to simulation.

4. What is Simulation ? Reproduce clinical scenarios in real time
Provide a safe, forgiving environment
Allow participants to practice skills and decision making
Allow participants exposure to visual and auditory modalities to improve educational experience

5. Types of Simulation Low fidelity Examples include Static models used
Provides little feedback
Often poorly relates to real life situations
Used with simple tasks and skills
Helpful for beginning learners
Examples include
IV starts on a plastic model

6. Types of Simulation Moderate fidelity Examples
Uses elements of static and dynamic models
Offers some relationship to real life situations
Useful for more advance learners
Incorporates some elements of critical thinking
Examples
Setting up PCA using real life pump and equipment

7. Types of Simulation High fidelity Uses highly dynamic models
Attempts to reproduce real life situations
Useful for advanced learners
Helpful to teach complex decision making and critical thinking
High risk, low frequency and complex clinical situations

8. Examples of Simulation use in the PACU environment
Airway management
laryngospasm, bronchospasm
Circulation-hemodynamic monitoring,
patient decline and code
Neurological
drains and neuro changes
Malignant Hyperthermia
Age specific competencies-pediatric decline, geriatric considerations

9. Elements of successful teaching via simulation
Well defined with correlations to real life scenarios
Strong leadership and support
Participant characteristics

10. Well defined and real life scenarios
Clear beginning and ending
Choose scenarios where direct interventions are done
High risk and or urgent situations that occur at low frequency

11. Strong leadership and support
Support from educators and management are essential
Educators familiar with the use of high fidelity simulation are important
Group leaders must explain and reinforce the forgiving nature of the simulation environment

12. Participant characteristics
Highly motivated learners
Technology engaged learners
Participants must interact and engage in the experience
Group size is most efficient with 4-6 participants depending on material covered

13. Benefits of simulation
Improved performance of skills
Increased levels of learner engagement
Increased levels of confidence of the learner
Links to improved patient outcomes and decrease patient complication

14. Why use high fidelity simulations for competency ?
Meet many of the elements that create successful teaching using simulation
Advanced engaged learners
Focus on preforming skills
High risk, low frequency clinical situations

15. AT UK We conducted simulation for annual PACU competencies
Overwhelming positive feedback
Comments: “focused on real world scenarios”, “improves muscle memory for a real situation”.
Many suggestions for more things to see in simulation.

16. References
Harder, B. N. (2010). Use of simulation in teaching and learning in health sciences: a systematic review. Journal of Nursing Education, 49(1), p. doi: /
Hooper, B., Shaw, L., & Zamzam, R. (2015). Implementing High-Fidelity Simulations With Large Groups of Nursing Students. Nurse Educator, 40(2), p. doi: /NNE
McGaghie, W. C., Issenberg, S. B., Barsuk, J. H., & Wayne, D. B. (2014). A critical review of simulation-based mastery learning with translational outcomes. Medical Education, 48(4), p. doi: /medu.12391
Sparacino, L., & Vecchia, E. D. (2013). Using high-fidelity simulation to close the teaching and learning gap. Online Journal of Nursing Informatics, 17(1), p.