Difference between revisions of "Certification of Healthcare Simulation Educators (CHSE)"

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(I: Display Professional Values and Capabilities)
(II: Demonstrate Knowledge of Simulation Principles, Practice, and Methodology)
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*Demonstrate awareness of diversity issues (e.g. cultural, gender, age)
 
*Demonstrate awareness of diversity issues (e.g. cultural, gender, age)
  
== II: [[Demonstrate Knowledge of Simulation Principles, Practice, and Methodology]]==  
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== II: [[Demonstrate Knowledge of Simulation Principles, Practice, and Methodology]]==
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=== A. Understand  the  relationship  between  learner  engagement  and  the  learning  and  assessment  environment===
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=== B. Understand the legal implications of simulation===
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=== C. Understand the ethical implications of simulation  ===
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=== D. Understand regulatory requirements  (E.g.,  student  confidentiality, drug and device, research)===
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=== E. Understand principles of  utilizing  simulation  as  an  educational tool (E.g.,  learning  taxonomies,  assessment,  learning  theories)  ===
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=== F. Understand  theories of utilizing simulation as an educational tool (E.g.,  experiential  learning,  reflection)  ===
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=== G. Understand  the  principles  of  integrating  simulation  into  a  curriculum===
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=== H. Understand  theories  of  feedback===
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=== I. Understand  theories  of  debriefing===
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=== J. Understand  the  various  modalities  of  simulation  training  ( E.g.,  manikins,  standardized  patients,  virtual  environments)  ===
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=== K. Understand  the  variety  of  content  areas  to  which  simulation  can  be  applied  ( E.g.,  basic  science,  crisis  management,  basic  assessment)  ===
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=== L. Understand  the  impact  of  location  on  simulation  ( E.g.,  in--‐situ,  center--‐based,  mobile) ===
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=== M. Understand  the  scope  of  application  of  simulation  ( E.g.,  individual,  team,  systems)  ===
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=== N. Understand  when  to  use  simulation--‐based  training/education===
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* i. Advantages
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* ii. Limitations
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* iii. Risks
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=== O. Understand  the  capabilities  of  simulator  technologies/modalities  ===
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=== P. nderstand  the  need  to  be  able  to  operate  or  direct  the  operation  of  simulation  resources  in  your  program  (E.g.,  money,  people,  space)  ===
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=== Q. Utilize  resources  effectively  and  efficiently  (E.g.,  money,  people,  space)  ===
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=== R. Understand  concepts  ===
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* i. Realism 
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* ii. Reliability  (E.g.,  assessment  tools,  implementation  process) 
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* iii. Validity  (E.g.,  content,  construct) 
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* iv. Feasibility  (E.g.,  efficient,  effective,  achievable) 
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* v. Learner--‐centered  education 
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* vi. Interprofessional  education 
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* vii. Teamwork  ( E.g.,  leadership,  role  delegation)
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* viii. Human factors
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* ix. Patient  safety 
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* x. Risk  management
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== III: [[Educate and Assess Learners Using Simulation]]==  
 
== III: [[Educate and Assess Learners Using Simulation]]==  
 
== IV: [[Manage Overall Simulation Resources and Environments]]==  
 
== IV: [[Manage Overall Simulation Resources and Environments]]==  

Revision as of 01:28, 2 August 2017


Contents

I: Display Professional Values and Capabilities

  • Demonstrate leadership capabilities (assume leadership role in activitiy, server as a mentor for a novice simulation educator)
  • Advocate for Simulation in local healthcare community
  • Demonstrate awareness of diversity issues (e.g. cultural, gender, age)

II: Demonstrate Knowledge of Simulation Principles, Practice, and Methodology

A. Understand the relationship between learner engagement and the learning and assessment environment

B. Understand the legal implications of simulation

C. Understand the ethical implications of simulation

D. Understand regulatory requirements (E.g., student confidentiality, drug and device, research)

E. Understand principles of utilizing simulation as an educational tool (E.g., learning taxonomies, assessment, learning theories)

F. Understand theories of utilizing simulation as an educational tool (E.g., experiential learning, reflection)

G. Understand the principles of integrating simulation into a curriculum

H. Understand theories of feedback

I. Understand theories of debriefing

J. Understand the various modalities of simulation training ( E.g., manikins, standardized patients, virtual environments)

K. Understand the variety of content areas to which simulation can be applied ( E.g., basic science, crisis management, basic assessment)

L. Understand the impact of location on simulation ( E.g., in--‐situ, center--‐based, mobile)

M. Understand the scope of application of simulation ( E.g., individual, team, systems)

N. Understand when to use simulation--‐based training/education

  • i. Advantages
  • ii. Limitations
  • iii. Risks

O. Understand the capabilities of simulator technologies/modalities

P. nderstand the need to be able to operate or direct the operation of simulation resources in your program (E.g., money, people, space)

Q. Utilize resources effectively and efficiently (E.g., money, people, space)

R. Understand concepts

  • i. Realism
  • ii. Reliability (E.g., assessment tools, implementation process)
  • iii. Validity (E.g., content, construct)
  • iv. Feasibility (E.g., efficient, effective, achievable)
  • v. Learner--‐centered education
  • vi. Interprofessional education
  • vii. Teamwork ( E.g., leadership, role delegation)
  • viii. Human factors
  • ix. Patient safety
  • x. Risk management

III: Educate and Assess Learners Using Simulation

IV: Manage Overall Simulation Resources and Environments

V: Engage in Scholarly Activities