The document discusses the integration of simulation into healthcare education, detailing historical context, challenges faced, and strategies for improvement. It highlights issues such as participant resistance, management buy-in, and the need for realistic scenarios, while suggesting solutions like creating a supportive community and utilizing high-fidelity simulation techniques. Key takeaways emphasize the importance of learning outcomes, positive participant experiences, and effective debriefing for continuous improvement.

1. The Highs and Lows of Integrating
Simulation into an Educational
Program
Luke Wainwright – Simulation Coordinator
Jesse Spurr – Simulation Educator

3. How we evolved
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Equipment training and support from CSDS
Support from Laerdal
Multidisciplinary-interdisciplinary
RMDP to RESCUE program
Advance Life Support
Twisted ALS

4. Brief History of Simulation
in Healthcare

5. Brief History of Simulation
in Healthcare
• Madame du Coudray – The
King’s Midwife
• 1751 - observed high maternal
and foetal death rates in rural
France
• Peasant midwives
• Developed detailed textbook
and simulators
• Witnessed huge decline in
complications

6. Negative Experiences
with Simulation
• “I hate role play”
• “We’re too busy”
• “That wasn’t realistic”
• “It’s just a dummy”
• “I wouldn’t normally do
that with a real patient”

7. More reasons not to…
• Lack of management buy in
• Concerns for other patients witnessing
training

8. How we have started to
overcome these issues

9. No Field of Dreams
If you build it….it doesn’t necessarily mean
they will come.

10. I hate role play
• Safe environment
• Confidentiality
• Clinicians always play themselves
• Train as you play

11. We’re too busy
• In situ scenarios done at handover time,
cross over of staff and a traditional time for
education
• Own time if they are enthusiastic
• Using professional development leave

12. That wasn’t realistic
• Moulage
• Different manikins
• Comprehensive prebrief
• Big brother
• Scenario development
• Supporting documentation

13. Its just a dummy
• Terminology sets expectations
• Familiarisation
• Advanced manikins: crying, talking, seizures
• Simulated patients

14. I wouldn’t do that in real life
• Scenario development – vital
• Know your evidence!
• Discuss own experiences in debrief
• Encourage reflection of participants and
faculty
• Debrief

15. Lack of management buy in
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Develop a community of practice
Do it for free (the drug dealer business model)
Minimise impact to department
Link simulation to accreditation standards and
facility strategies
• Establish clear governance

16. Patients witnessing scenario
• Pre brief patients
• Involve patients in feedback
• Change location of scenario if inappropriate
(sometimes you just have to cancel)
• Have a contingency plan, i.e. another ward

17. RESCUE
Responding Early to Signs of the Critically Unwell & Emergencies
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Flagship program
Incorporating IT into scenarios
WIL and SLE
Feedback to stakeholders
Reflective practice
Targeted learning packages developed
from scenario assessment
• Nurse managers interested
in staff performance
• Fun way to learn
• Efficient and transferable
• Saleable
• Revenue stream

18. The future
• “Simulation sans
frontieres”
• Improved fidelity,
moulage and scenarios
• Technology
• Creativity
• Education methodology
• Research and evidence
based practice

19. Top 5
1. Leave egos at the door and be prepared to
fail, recognise failure and learn from it
2. Start with learning outcomes and build
your scenarios around these
3. Create the highest fidelity possible
4. Give participants positive experiences in
simulated learning
5. The learning happens in the debrief

20. Questions, comments, feedback
(How did it feel? What went well? What would
you do different next time?)