simulation in HEaltH EDuCation

simulation
IN HEALTH
EDUCATION
University of Applied Sciences Western Switzerland,
School of Health Sciences, Lausanne, Switzerland
INTRO
Introduction
The University of Applied Sciences, School of Health Sciences in
Lausanne, Switzerland (HECVSanté) offers four Bachelor programs
in nursing, physiotherapy, radiology technology and midwifery.
Our institution has adopted a competence-based approach to
teaching and preparing students for professional life. In order to
develop professional competences, we alternate clinical experience
with teaching and training at our school. One of our main educational
principles focuses on the acquisition of reflective practice hence promoting and supporting autonomy in a perspective of life-long learning.
WHY ?
Why ?
The use of simulation during the period of teaching at school is an
effective and efficient way to promote acquisition of professional
skills such as psycho-motor, physical and communication skills,
© CEMCAV-CHUV
WHAT
What ?
Low to midle-fidelity manikins are commonly used, while the use of
high-fidelity simulators is about to be integrated in the nursing and
midwifery program. Phantoms are also used in the radiologic technology Department in order to teach and train the radio-diagnostic
part of the profession.
For two years now, our main focus of development is our own
simulated/standardized patients (SP) program, that also involves
our SPs in hybrid simulations. SPs are collaborating in teaching and
training all of our students during the three year Bachelor programs.
A multi-source approach for feedback including oral and written
SPs’ feedback is a key component for enhancing reflective practice
among students during debriefing. Support offered to patients suffering from bereavement, administration of a radio-oncologic treatment, evaluation of a neurologic situation, administration of an aerosol treatment for asthmatic patients, post-partum hemorrhage are
among several examples developed for SPs’ teaching activities. Finally,
SPs are engaged in Objective Structured Clinical Examinations (OSCE)
assessing the students’ clinical skills and competences at different
levels of their health care education. We are very proud to see our SP
program become a cornerstone in our curricular development.
We have piloted with success the use of SP methodology for teaching
and training interprofessional collaboration among our third-year students in collaboration with the Faculty of Medicine and the University
Hospital of Lausanne.
but also clinical reasoning, and patient-health provider relationship.
Simulation allows us to develop sound clinical skills in a holistic patient-approach using safe, controlled, standardized and tailored clinical situations.
How ?
Our simulation activities are developed by a team of educational
experts in simulation, who are all member of our Unit of Educational
Innovation. Aware of the fact that the success of simulation use is
strongly related to the level of the Faculty’s competences to teach
and evaluate in this specific context, we decided to develop a Certificate of Advanced Studies in Simulation. This modular course, addressing all allied health professionals and faculty, is a first in Switzerland and in the French speaking countries of Europe. It will be
offered at the beginning of 2012.
HOW ?
All of our faculties use different simulation tools and methods but
aim for consistant and efficient curriculum integration of simulation.
Considering our students particular professionalization needs, specific educational strategies, such as “professional didactics”, are adopted in order to develop focused emblematic simulation scenarios for
teaching and assessment.
© CEMCAV-CHUV
C
RESEACH
Research
As evidenced-based practice for teaching is a key component for
integration of simulation in our curricula, our institution promotes
and supports the development of research in the field of simulation. Our research projects focus on different topics such as:
• The translation and validation of tools for the evaluation of simulation activities
• Development of conceptual frameworks for simulation teaching
• For SP methodology:
- The evaluation of different types of feedback delivered during SPs teaching
activities on the development of clinical skills
- The evaluation of the SPs’ collaboration for interprofessional education
- The exploration of the SPs’ roles and responsibilities collaborating in
healthcare contexts
- The development of tools for the evaluation of the quality of SPs’ feedback
- The exploration of human factors influencing the quality SPs’ feedback.
CONCLU
Conclusion
Our institution is also involved in promotion of simulation and its
educational strategies on a national and international level. We play
an active role in organizations such as INACSL, SESAM and ASPE.
We organize in 2012 the 3rd Swiss Conference on Standardized Patients and Simulation.
We firmly believe that, over time, simulation in health education
will play a predominant role in improving quality of care though
better prepared health professionals. We actively seek collaboration to better structure overall simulation strategies and to measure the expected outcomes.
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HAUTE ÉCOLE
DE SANTÉ VAUD
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t : +41 21 316 80 10
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[email protected]
www.hesav.ch