Fixing the Problem with Simulation

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Presentation delivered to hospital executives on how simulation delivers hope to fixing clinical problems.

Presentation delivered to hospital executives on how simulation delivers hope to fixing clinical problems.

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  • 1. Fixing the Problem with Simulation Melissa Powell, MS, RN-BC
  • 2. Goals for presentation • To provide an expert view of simulation design for fixing problems • To share methods of discovery and design for fixing problems with simulation.
  • 3. Simulation because you want to… • Teaching methods used MUST directly relate to the learning objectives. • • • • • • Simulation does not teach basic cognitive information easily Simulation does not review information Simulation is not the best way to teach math Simulation is not the answer for everything We don’t simulate because we heard it was a great idea We don’t simulate because we bought the manikin
  • 4. When is simulation best? • Simulation is best when you need people to put it all together. • Simulation is best when you want people to “think on their feet” or in the real situation. • Simulation is a great way to develop clinical reasoning. • Simulation is a great way to teach communication skills. • Simulation is a great way to teach something complex that you “want to stick” with them • Simulation is best when the stakes are high and practice is expensive. • Simulation is perfect at fixing real world complex problems.
  • 5. What is the problem? • Answering the question: Why do errors occur? • Where does the data come from? • • • • • • Quality data Event analysis & Error reporting systems Task analysis Cognitive task analysis Anecdotal stories In-situ simulation
  • 6. In-situ simulation for error discovery? WHAT? • Simulate the event that keeps creating the problem. • VIDEO the in-situ simulation • This discovery method is excellent at uncovering key thoughts • Seeing the task or event from a different view • Opening up perspective on situation from the sky • Experts are your greatest asset here
  • 7. How do I know how to connect the problem to the learning objectives? • • • • Defining the error that learners have is key. Why do they commit the error? Under what circumstances do they commit the error? What drives them to commit the error?
  • 8. Error is the objective. Why is the trigger. • When designing the scenario, the “why” is the scenario and trigger. • The “why” becomes the “raison d'etre” - this is why we are here. • Without knowing why a learner commits an error, one designs without understanding what the learner needs to learn.
  • 9. Error discovery • Quality data analysis • Interview and survey to ask why events occur. • Leader, teacher or supervisor • Interview direct leaders • Cognitive task analysis • Question experts during task - What are you thinking? What are the errors you are heading off right now? Why do you do that? How would you teach someone else to do this? • Learner interview and survey
  • 10. Big idea: Simulate because it is the right answer. • Simulation is great but don’t abuse the technology. • Don’t just simulate because it is fun. • FIX PROBLEMS!