Confidence, Competence and Leadership: The Role of High Fidelity Simulation Workshops to Improve Emergency Medicine Residents Self Confidence, Technical Competence and Leadership Skills

2007 ◽  
Vol 14 (5 Supplement 1) ◽  
pp. S74-S74
Author(s):  
T. Stallard ◽  
M. Strecker-McGraw ◽  
K. vanWalsum
Keyword(s):  
Emergency Medicine ◽  
Leadership Skills ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Technical Competence ◽  
Self Confidence

The Role of High-Fidelity Simulation in Training Pediatric Emergency Medicine Fellows in the United States and Canada

2013 ◽  
Vol 29 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Walter J. Eppich ◽  
Michele M. Nypaver ◽  
Prashant Mahajan ◽  
Kent T. Denmark ◽  
Christopher Kennedy ◽  
...  
Keyword(s):  
United States ◽  
Emergency Medicine ◽  
The United States ◽  
Pediatric Emergency ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Pediatric Emergency Medicine

Challenges in High Fidelity Simulation: Risk Sensitization and Outcome Measurement

2013 ◽  
Vol 18 (3) ◽  
Author(s):  
Rachel Onello ◽  
Mary Regan
Keyword(s):  
Nursing Education ◽  
Outcome Measurement ◽  
Positive Influence ◽  
Critical Discussion ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Patient Response ◽  
Nursing Curricula ◽  
Effective Teaching Strategies ◽  
Self Confidence

As the use of high fidelity simulation (HFS) in nursing education increases, evidence of its impact on learner self-confidence continues to grow. However, evidence to demonstrate an actual, positive influence on learner competence remains inconsistent. This lack of clear evidence supporting increased clinical competence challenges faculty seeking effective teaching strategies related to HFS. The purpose of this article is to discuss two key challenges in the integration and use of HFS in nursing curricula. The authors review the use of HFS in nursing education and provide a critical discussion of two challenges to incorporating HFS into the nursing curricula: the dangers of risk sensitization and the need for a standardized framework. They conclude that simulation experiences that encompass the element of longitudinal care and patient response, along with further research identifying best practices are needed to provide a sound basis for supporting the use of HFS in nursing education.

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