There has been enormous growth in the use of high-technology,…

Question Answered step-by-step There has been enormous growth in the use of high-technology,… There has been enormous growth in the use of high-technology, high-fidelity simulation for learning and teaching within the resuscitation domain. At the same time, there is continuing criticism of the lack of realism because of the disjointed nature of structured simulation where practise is interspersed with actions and reflections and with manikins that are inert and inanimate (Hunziker et al., 2012; Perkins, 2007 ). In such scenarios learners risk disengagement and possibly do not learn as much as when they are fully immersed in the scenario (Perkins, 2007 ). When they feel they are being watched and critiqued their anxiety can become a barrier and thus self-confidence will not flourish (Ludikhuize et al., 2011 ). The multidisciplinary learning and believable aspects of in-situ resuscitation training observed in the current study have been reported by others (Lighthall et al., 2010; Walker et al., 2013 ). In our study it was the interplay between the patient, educator and learner, and engagement with the humanistic simulation that extended the learner experience.The closer the stimulation technology and environment mimic real life events the more likely the learned behaviour is to be transferred to the clinical setting (Merchant, 2012 ). The findings of this study indicate that this innovation, because of its humanistic nature of the simulation, developed technical as well as communication skills, and full engagement with the human being (patient), and thus may be described as authentic learning. Further, the experience appeared to reduce performance anxiety because learners were engaged in the scenario and interacted with the character as if they were a real patient, and thus were prompted to respond in ways closer to a clinical context. This realism or humanistic nature of the simulation used in this study enhanced the meaningfulness of the learning experience for the RRT members. Indeed psychology research postulates that when simulation experiences are memorable and comparable with real life situations, should a similar event occur in clinical practice (ie cardiac arrest), learners can consciously or subconsciously remember scenarios they have encountered in training and accurately recall successful behavioural strategies (Reader and Cuthbertson, 2012 ).While health care organisations are accessing high-fidelity simulation training centres to prepare staff for emergency response situations. These centres remain underutilised because barriers such as space, cost, mobility of staff and training of instructors. The proximity of simulation to ‘real life’ learning and assessment may be, mistakenly based on the premise that the more expensive or higher engineering fidelity simulation centres equate to greater authenticity and translation into improved learning outcomes (Norman et al., 2012; Salas et al., 2013 ). Authenticity actually equates to a more meaningful learning experience and a greater the transferability of skills to other situations. High technology procedural trainers potentially focus on the procedure and doing and largely ignore the emotional stress of the environment. The humanistic nature of the simulation used in the current study transferred the learners focus from the monitors and procedures to the patient; listening to the patient and responding patient feedback.Limitations of the studyThere are some methodological limitations of the study. Whilst the study involved a small number of participants, who were not randomly assigned and there were no conditions of control, it is not possible to generalise the findings. Nonetheless, the qualitative comments indicate that the experience was more authentic than simulations that involve inanimate patients and unrealistic events.Because the simulated learning experience used in the current study is portable, requiring relatively inexpensive props and the educator’s own skills clinical knowledge, such learning could take place in situ, increasing its accessibility and broadening multidisciplinary team participation. In smaller regional centres, this is important. Since cardiac arrests occur anywhere, any time, it is also important that staff do not only learn the technique in an artificial simulated environment that utilise mannequins as patients. This scenario can be played out in a car park, the outpatient department or anywhere. Being able to operate in situ also means that the process-related safety issues, such as speaking clearly, checking with each other that messages have been sent and received accurately, can be addressed. As Shearer (2013) reminds us, these communication issues are commonly where errors are made and thus effective simulations address the patient safety trigger points for it to be valuable and relevant for clinicians and for patients. Failure to recognise the deteriorating patient and trigger prompt intervention leads to serious adverse effects and increased patient mortality. This simulation strategy is one creative way to address this global health concern. Engineering & Technology Computer Science NSG 421 Share QuestionEmailCopy link Comments (0)