The Avkin SimSummit held at CBU was a wonderful day of networking and learning presented by Avkin, one of the world’s leading healthcare simulation companies. During the conference we considered several new ideas we might incorporate as we continue to develop the nursing simulation program at Vanguard. In addition to clinical correctness, a major hurdle often found in creating simulations is facilitating the sense of a deep human connection, which can be difficult to create with manikins alone. The conference dove into new research regarding the use of live actors portraying patients during medical simulations (known as “Standardized Patients” or SP’s), and ways to incorporate these roles into existing simulation programs. The presentations included topics on Psychological Safety 101 for Learners (Students) and SPs, Community Building for New or Growing SP Programs, Mindfulness Study on the Stress experienced by Learners and SPs, and Facilitating KSAs (Knowledge, Skills, and Attitudes) with Low Volume, High Stakes Learners.
Psychological Safety 101 explored one of the most important pillars of simulation, which is the psychological safety of all those involved. As the facilitator, it is my job to ensure my students are having an experience that challenges their current understanding and critical thinking but also doesn’t push them over the threshold of stress or fear where learning cannot be achieved. The goal of Simulation is to allow students the ability to practice what they’ve learned and make real critical decisions and see what the outcome may be. Many research studies have shown that most of the learning happens in the debriefing process following the conclusion of the actual scenario. Regardless of the outcome of the scenario or patient, students are encouraged to discuss how the scenario played out and what their actions may have done positively or otherwise for the care of the patient. During both the scenario itself and the debriefing, psychological safety is paramount for long term learning and the reduction of stress. One conference takeaway we hope to implement into our program is the use of a “safe word” that can be spoken any time during a scenario if someone does not feel psychologically or physically safe, which will result in a pause so that we can reevaluate and assure the participants’ safety.
Additional interesting ideas came from the sessions reviewing Standardized Patients (SPs) and how to build an SP program. Avkin’s Founder Amy Coperthwait explained how she started an SP program in conjunction with the theatre department at her institution, which has grown into a program where participants can earn a minor degree through their participation in and training for SP acting. VU’s current simulation program includes some scenarios where a lab coordinator portrays a patient. Learners are surprised and frequently explain how different they felt with it a real person being the one they cared for. Inviting a small number of students from our Vanguard Theatre department who can come in and portray a patient during some of our simulations is something we’d like to explore over the next few years.
Finally, I found the most meaningful and helpful presentation to be the KSA’s for Low Volume High Stakes Learners. This focused on the role of the facilitator and increasing “buy-in” from students, faculty, and SPs to create better achievement of learning outcomes. This presentation included a chart to help determine where improvements could be made in many different categories that affect how the learners and participants view and participate in the simulations. I wrote some notes and highlighted the idea of “built in-remediation time.” If a simulation did not go the way students desired, there is a time for them to go in and re-try the simulated experience with a better understanding of the expectations and leave with a positive memory. Another idea we may incorporate is the “thinking box,” where there is an outlined space in a simulation area where a student can go to contemplate their next move and the time is not counted against them. These different ideas aim to help create a more psychologically safe and clinically sound educational experiences for our students.
The final session turned into a discussion that included everyone who attended. Haley and I met some wonderful Simulationists (yes, that is what we are called) from Riverside Community College and bounced ideas off of each other for our obstetrically focused simulations. This clinical specialty area currently only has simulations in the spring, but in the future we will be hosting this and other clinical specialty areas both semesters. The day of professional development and camaraderie was refreshing, and I walked out with a sense of belonging in this community. I was pleased to see so many different schools, areas, and even out-of-town participants who joined this discussion and added thoughts or experiences to the round table of ideas and questions at the end of the day.
