Fixing the Problem with Simulation
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Transcript of Fixing the Problem with Simulation
Fixing the Problem with Simulation
Melissa Powell, MS, RN-BC
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.
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
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.
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
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
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?
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.
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
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!