Practice educators and mentors are now expected to have the skills and techniques needed to implement a ‘learning skills through simulation’ program into established curricula, yet using simulation to teach while of huge importance – requires careful and time-consuming planning. This valuable resource takes away some of that burden by providing clear, ready-made activities and guidance from leading practitioners in a range of fields, which healthcare and practice educators and mentors can use to enhance their teaching of all the essential and commonly-taught clinical and management skills and knowledge.
Dedicated chapters, which all follow a defined step-by-step format, provide simulation scenarios, alongside facilitator guidance, which will help develop confidence in the teaching of key skills such as:
Drug administration; Conflict management; Infection control; Breaking bad news; Catheter and bowel care
These scenarios and accompanying guidance can be used as a framework for teaching, promoting a greater understanding of the skill being taught, and providing a risk-free opportunity for the student to practice their clinical and managerial skills and judgment.
Chapter 2: Defining and Exploring Clinical Skills and Simulation-Based Education
Defining and Exploring Clinical Skills and Simulation-Based Education
Studies have shown (Alinier et al., 2004; Lauder et al., 2008; Reilly and Spratt, 2007; Nursing and Midwifery Council (NMC), 2007) that the use of simulation in healthcare education curricula can have a positive impact upon learners’ self-efficacy and self-confidence. Furthermore simulation allows learners to rehearse skills and enact scenarios that would be considered undesirable or unsafe to practise on real patients or clients for the first time (Broussard, 2008). Simulation can be a relatively resource-intensive learning and teaching methodology when compared with more traditional classroom-based didactic methods; however, there is an ever-increasing body of evidence which suggests simulation is not only valued by learners, but also is having a ...