Implementing high-fidelity simulation in Canada: reflections on 3 years of practice

Area of Science:

• Nursing Education
• Healthcare Simulation
• Medical Training

Background:

• Canadian Association of Schools of Nursing (CASN) 2006 survey highlighted simulation use in Canadian health professions education.
• High-fidelity simulation (HFS) adoption is increasing due to its perceived ability to provide a safe learning environment.
• Evaluations from the University of British Columbia School of Nursing inform practical implementation considerations.

Purpose of the Study:

• To explore experiences with implementing and using high-fidelity simulation (HFS) in nursing education over three years.
• To discuss practical implementation considerations for simulation based on institutional evaluations.
• To contextualize findings within the broader landscape of simulation use in Canada.

Main Methods:

• Qualitative exploration of practical implementation experiences with HFS.
• Analysis of evaluations from the University of British Columbia School of Nursing.
• Consideration of findings in light of the 2006 CASN simulation survey data.

Main Results:

• HFS provides a safe environment for learners to enhance competence, particularly in complex patient care and multidisciplinary team scenarios.
• Positive learning experiences reported by students and educators, emphasizing team-based learning and reflective debriefing.
• Significant resource implications associated with the adoption of HFS technologies.

Conclusions:

• Team-based learning and reflective debriefing are crucial focal areas for planning effective clinical simulation experiences.
• A team-focused learning approach in simulation may offer a more cost-effective strategy for clinical simulation.
• HFS implementation requires careful consideration of resource allocation alongside its educational benefits.