Translation of Skills From Simulation to Clinical Practice: The Role of Academic-Industry-Community Collaboration

Translation of Skills From Simulation to Clinical Practice: The Role of Academic-Industry-Community Collaboration

Copyright: © 2022 |Pages: 25
DOI: 10.4018/978-1-7998-4378-8.ch008
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Simulation education is a technique for skills acquisition, skills practice, evaluation, and research. The goal of any educational strategy is to support learning and, with healthcare simulation, transfer to clinical practice. There is increasing emphasis on research that demonstrates how simulation supports the transfer of skills from the educational setting to the clinical setting with the goal of improving patient outcomes. The approach and setting in which the simulation is conducted may facilitate skills transfer. The enabling environment created by academic-industry-community collaborations supports the establishment and equipping of simulation facilities and the conduct of in situ simulation in clinical environments. This chapter discusses the role of school-industry-community collaboration and its impact on translation of skills from simulation to clinical practice with an emphasis on patient safety outcomes and health system improvements.
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Academic-industry partnerships for simulation education have become increasingly common and with this, their impact on patients and communities. In the 1970s, specific policies such as the Office of Science and Technology Policy of the United States Department of Energy enabled partnerships between scientific researchers from academia and industry in order to drive innovation. Since that time, collaboration between industry and institutions of higher learning has been a common practice in the United States (Norberg-Bohm, 2000). Universities continue to serve as hubs for education and research across a diverse range of fields, despite the fact that over time they have received less funding for research. Educational opportunities for students, as well as ground-breaking research and innovation that can help solve complex problems, improve the delivery of healthcare, support public health initiatives, and propel economic growth can be produced as a result of partnerships between universities, industry, and communities that are beneficial to all parties involved. Collaboration between academic institutions and private businesses can be beneficial in a number of ways, including the generation of new ideas, savings in operational expenses, and advancement in a given field. Academic institutions are becoming increasingly capable of forging partnerships with various industries, particularly in the information technology sector. This is because healthcare programs are collaborating with technology and simulation companies to build facilities, obtain simulation equipment, and share technical expertise for the purpose of research and development. These partnerships make it possible for educators to broaden their professional networks and share their knowledge and expertise with one another, which is of mutual benefit. If optimized, collaboration between universities and industry accelerates the translation of research into practice with new technologies and therapies that improve the lives of patients in communities around the world.

Key Terms in this Chapter

Simulation Technician/Specialist: An individual who supports the practice of simulation through setting up and managing simulation manikins and supplies.

Video-Assisted Debriefing: The practice of using video captured during simulation sessions for reflective discussions on learner and team performance.

Virtual Reality: Computer generated 3D images viewed by a learner in a virtual environment using a low-cost or high-end head mounted display.

Telefacilitation: The conduct of a telesimulation by a remote facilitator.

Teledebriefing: Teledebriefing describes a process in which learners who are participating in a simulation scenario undergo debriefing with a facilitator located at an off-site location.

High-Fidelity Manikin: This term refers to a technology-enabled manikin with features such as mechanical respiration and heart rate.

Virtual Environment: 3D computer generated objects that can be viewed on a screen or in a head-mounted display.

Augmented Reality: Computer generated holographic images can be viewed by the learner in the physical environment using a mobile device or specially designed headset.

Simulation Debriefer: A simulation instructor who leads the learners through a reflective analysis of simulation events.

Objective Structured Clinical Examination (OSCE): An approach to assessment that involves defined objectives and anticipated actions, often with an accompanying checklist for assessment.

Low-Fidelity Manikin: This is typically a low cost, low technology manikin with minimal features.

Telesimulation: Telesimulation is a process by which telecommunication and simulation resources are utilized to provide education, training, and/or assessment to learners at an off-site location.

Simulation Facilitator: A simulation instructor who guides the learners through the scenario with the goal of meeting learning objectives.

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