Programs at the Learning Institute use simulation as an active teaching and learning strategy, allowing learners to practice new skills and competencies together in a safe environment. Learners have opportunities to reflect on their performance, and to provide and receive feedback to improve performance during debriefing.
Simulation builds teams who learn from, with, and about one another, while promoting high-quality, safe, and effective person-centred care.
The Simulation Learning Team
The Simulation Learning team supports the integration of simulation into the Learning Institute’s programs and courses. They work with teams across the Learning Institute and with internal and external partners to support all aspects of simulation learning in our labs, programs, and courses, including:
- Providing technical and educational support with equipment and simulation best practices
- Preparing the simulated learning environment and advising on optimal use of space
The team consists of:
- A Nurse Educator
- An Interprofessional Educator
- A Nursing Instructor IV
- A Simulation Specialist
- 2 Simulation Assistants
- Administrative Support
Learn more about our team members.
Simulation Safety and Best Practices
The Basic AssumptionTM
Simulation learning at the Learning Institute operates under the Basic AssumptionTM:
“We believe that everyone at the Learning Institute is intelligent, capable, cares about doing their best, and wants to improve.”
— Copyright 2004-2022 Center for Medical Simulation, Boston, Massachusetts, USA. www.harvardmedsim.org, email@example.com. All Rights Reserved – Used with permission
The Fictional Contract
While simulated learning experiences are not real, they provide important opportunities to practice real skills in a low-stakes environment. Faculty and learners at the Learning Institute adhere to the Simulation Fictional Contract:
“We know that simulation is not real, but we are going to engage and treat it as real.”
At the Learning Institute we follow the Healthcare Simulation Standards of Best PracticeTM designed by the International Nursing Association of Clinical and Simulation Learning (INACSL). These guidelines are based on the fundamental parts of simulation:
- Professional development,
- Simulation design,
- Outcomes and objectives,
- Professional integrity,
- Simulation-enhanced interprofessional education, and
- Evaluation of learning and performance.
The Simfographics, designed by INASCL, provide more information about each of these areas.
Code of Ethics
We have adopted the Healthcare Simulationist Code of Ethics (CoE) developed by the Society for Simulation in Healthcare (SSH). The SSH gathered an international group of health care professionals, experienced simulationists, and ethicists to formulate a code of ethics specific to healthcare simulation professionals. The code of ethics draws on the fundamental values of:
- Mutual Respect
- Results Orientation
At the Learning Institute, evidence-based cleaning and disinfecting protocols are in place to keep all who use our space safe while maintaining the quality of our equipment. The protocols are adhered to by learners, faculty, and simulation team. Effective communication about cleaning and disinfecting should occur prior to, during, and following usage of spaces and equipment.