CHSE (Certified Healthcare Simulation Educator) Exam

Despite having a target audience of those responsible for mentoring nurses, this book could be applied to support the knowledge and skills development for a range of healthcare practitioners.

Today, simulation is more than a way to teach and practice psychomotor skills. It is an evidence-based strategy to facilitate high quality experiences that foster thinking and clinical reasoning skills for students. The emphasis is on creating contextual learning environments that replicate crucial practice situations. Now more than ever - with changes in health care access and technological advances in health care delivery, the increasing complexity of patient care, and the growing lack of clinical placements for students - it is imperative to embed quality simulation experiences throughout the program of learning.

The advent of healthcare reform in the U.S. presents an unprecedented challenge to academic institutions that are striving to prepare a workforce to interact with individuals needing care in a variety of new practice settings. Patient-centered care is a core objective of these evolving settings which enhance access to a variety professionals and services in one location. This study was conducted over a period of three years and describes how illustrative simulation can be employed as a learning intervention to prepare graduate students for the expanded scope of practice necessary to function in the Patient Centered Medical Home healthcare delivery setting.

Published in the AUSTRALIAN Journal of Advanced Nursing (your study guide just lists as "Journal of Advanced Nursing") **Note for your future research!

Simulation techniques are being used today in a variety of programs designed to enhance the skills of healthcare providers. The aim of this article is to describe simulation techniques currently being used in healthcare education and identify future directions for the use of simulation in healthcare. The author will describe various types of simulators and simulated experiences, including role playing, standardized patients, partial task trainers, complex task trainers, integrated simulators, and full mission simulation. Next, the use of simulation in undergraduate nursing programs, continuing education programs, interdisciplinary team training, and competency assessment will be presented. Resources for simulation faculty and costs associated with simulation will be discussed. The author will conclude by noting that next steps in using simulation to strengthen the provision of healthcare include providing healthcare educators with the motivation and competencies needed to create and use meaningful simulation learning experiences and initiating more research regarding the benefits of simulation in healthcare education.

This article provides insights and perspectives from four experienced educators about their approaches to developing, delivering, and evaluating impactful simulation learning experiences for undergraduate nurses. A case study format has been used to illustrate the commonalities and differences of where simulation has been positioned within curricula, with examples of specialized clinical domains and others with a more generic focus. The importance of pedagogy in developing and delivering simulations is highlighted in each case study. A range of learning theories appropriate for healthcare simulations are a reminder of the commonalities across theories and that no one theory can account for the engaging and impactful learning that simulation elicits. Creating meaningful and robust learning experiences through simulation can benefit students' performance in subsequent clinical practice. The ability to rehearse particular clinical scenarios, which may be difficult to otherwise achieve, assists students in anticipating likely patient trajectories and understanding how to respond to patients, relatives, and others in the healthcare team.

Objectives: Describing what simulation centre leaders see as the ideal debriefing for different simulator courses (medical vs. crisis resource management (CRM)-oriented). Describing the practice of debriefing based on interactions between instructors and training participants.

According to the Center for Advancement of Interprofessional Education (www.caipe. org.uk/), IPE describes those occasions when two or more professions learn with, for, or about each other to improve collaboration and the quality of care.