Simulation is defined as a technique providing experiences that represent or mimic a real life event or situation allowing learners to apply skills and knowledge to providing care during a simulated clinical event.3 During a simulation, there are no real patients, thereby allowing learners to test and try their hand at synthesizing pieces of information into clinical situations without the potential for harm (Figurel). While single discipline simulations are beneficial, integrating the entire healthcare team is key to the team functioning effectively in the real world.4 Most health professions are trained in silos and only learn to function as a team when in actual clinical practice. The embedded participants understand the objectives of the case, the level of the learner, available equipment, and may provide additional information to the learners.9 Safe Learning Environment Each experience is created to promote a safe learning environment where participants can test their own learning without harm to patients and where mistakes are not punitive.10 Phases of Simulation Generally, there are three major phases of the simulation experience: brief, simulation scenario, and debrief. [...]if communicating that testing is not yet completed is within the objectives of the simulation, students may receive a specimen for a routine CBC and receive a phone call from the nurse inquiring about the turn-around time.
CITATION STYLE
Brown, M. R., & Watts, P. (2016). Primer on Interprofessional Simulation for Clinical Laboratory Science Programs: A Practical Guide to Structure and Terminology. American Society for Clinical Laboratory Science, 29(4), 241–246. https://doi.org/10.29074/ascls.29.4.241
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