Certification of Healthcare Simulation Educators (CHSE)

From Behind the Sim Curtain
Jump to navigation Jump to search


I: Display Professional Values and Capabilities

A. Demonstrate leadership capabilities (assume leadership role in activitiy, server as a mentor for a novice simulation educator)

B. Advocate for Simulation in local healthcare community

C. 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

= A. Plan training and educational simulation activities

i. Perform needs assessment (E.g., technical, behavioral, cognitive)

ii. Define goals

iii. Create measurable learning objectives

iv. Select evaluation type (E.g. formative or summative)

v. Select evaluation methods (E.g., debriefing, feedback)

vi. Select and implement evaluation tools (E.g., instruments, metrics, checklists)

vii. Design simulation activity (E.g., course, class, session)

viii. Select simulation modality

ix. Identify resources (E.g., content experts, location, technicians)

x. Organize simulation team (E.g., patients, technicians, educators/content experts)

A. Recruit

B. Orient

C. Train

xi. Prepare materials for learners and simulation team

A. Instructions

B. Equipment

C. Environment

xii. Conduct pilot activity for new simulations (E.g., dress rehearsal, field test, run--‐ through)

B. Implement Simulation Activity

i. Briefing/Orientation

A. Determine the information to provide to simulation participants

B. Communicate potential physical and psychological risks

C. Create a psychologically--‐safe environment

D. Orient (E.g., equipment, environment, expectations)

ii. Conduct simulation

A. Manage personnel and equipment

B. Adapt to evolving simulation and learner needs

C. Problem solve issues that arise during the simulation (E.g., equipment failure, unexpected behaviors or events)

D. Manage physical and psychological risks related to the simulation

E. Assess performance gaps

iii. Conduct learner evaluation

A. Manage physical and psychological risks during the evaluation process

B. Address performance gaps

C. Facilitate debriefing

1. Specific to the learning objectives
2. Consistent with the simulation modality

D. Provide feedback

1. Specific to the learning objectives
2. Consistent with the simulation modality (E.g., standardized patients, virtual reality)

C. Evaluate simulation activities

i. Self--‐evaluation

ii. Peer--‐evaluation

iii. Learner--‐evaluation

D. Modify simulation activities in response to feedback from learners and team members

E. Communicate opportunities for practice and curricular improvement to responsible parties

IV: Manage Overall Simulation Resources and Environments

V: Engage in Scholarly Activities