Review Manual for the Certified Healthcare Simulation Educator™(CHSE™) Exam.

Cover -- Title -- Copyright -- Contents -- Contributors -- Foreword -- Preface -- Acknowledgments -- Share Review Manual for the Certified Healthcare Simulation Educator™ (CHSE™) Exam -- Section I: Introduction -- Chapter 1: Overview of the Certification Examination, Advanced Certification, and Recertification -- Learning Outcomes -- Initial Certification -- Recertification/renewal of Certification -- Advanced Certification -- Summary -- References -- Chapter 2: The Certification Examination Test Plan -- Learning Outcomes -- Content Area 1: Professional Values and Capabilities -- Content Area 2: Demonstrate Knowledge of Simulation Principles, Practice, and Methodology -- Content Area 3: Educate and Assess Learners Using Simulation -- Content Area 4: Manage Overall Simulation Resources and Environments -- Content Area 5: Engage in Scholarly Activities -- Practice Questions -- References -- Chapter 3: Test-taking Strategies -- Learning Outcomes -- Why Become Certified in Simulation? -- Are You a Qualified Candidate to Take the Examination? -- How to Prepare for Success -- Know Your Equipment/Technology -- Become Familiar with Computerized Testing -- Incorporate Strategies to Ease the Fear of Test Anxiety -- Use Strategies to be a Savvy Test Taker -- Recertification -- Practice Questions -- References -- Section II: Professional Values and Capabilities -- Chapter 4: Leadership in Simulation -- Learning Outcomes -- Knowledge Acquisition -- Faculty Training -- Faculty Mentorship -- Resources for Faculty Development -- Advocating for Simulation -- Summary -- Practice Questions -- References -- Chapter 5: Special Learning Considerations in Simulation -- Learning Outcomes -- Diversity in Learning Styles -- Diversity in Teaching Styles of Healthcare Educators -- Culturally Diverse Learners -- Effect of Diversity on Simulation Scenarios.

Learner and Learning Disabilities -- Belongingness -- Simulation Learning as a Social Practice -- Socialization During Simulation -- Practice Questions -- References -- Section III: Simulation Principles, Practice, and Methodologies -- Chapter 6: Educational Theories, Learning Theories, and Special Concepts -- Learning Outcomes -- Educational Philosophies and Theories -- Learning Theories -- Pedagogy Versus Andragogy as Educational Concepts -- Simulation Learning Frameworks -- Realism in Simulation -- Learning Domains -- Modes of Thinking -- Critical Thinking and Metacognition -- Evidence-based Simulation Practice -- Goffman's Theory of Frame Analysis -- Theories of Knowing -- Deep, Surface, and Strategic Learning -- Motivation to Learn -- Learner Socialization in the Virtual, Simulation, and Skills Environment -- Teaching Simulation -- Instructional Objectives and Learning Outcomes -- Evaluating SLOs -- Innovative Educational Research -- Gagne's Conditions of Learning -- Learning Activities Used in Simulation Environments -- Summary -- Practice Questions -- References -- Chapter 7: Implementing Simulation in the Curriculum -- Learning Outcomes -- Development of a Curriculum -- Deliberate Practice -- Learning Domains -- Integrating Simulation -- Simulation Concepts -- Summary -- Practice Questions -- References -- Chapter 8: Ethical, Legal, and Regulatory Implications in Healthcare Simulation -- Learning Outcomes -- History -- Creating a Safe Environment -- Professional Development Through Simulation -- Summary -- Practice Questions -- References -- Chapter 9: Human Patient Simulator Simulation -- Learning Outcomes -- Simulation Principles -- Simulation Methodology -- High-Fidelity Simulation -- Practice Questions -- References -- Chapter 10: Moulage in Simulation -- Learning Outcomes -- Educational Basis for the Use of Moulage in Simulation.

Basic Moulage Supplies -- Preparing Substances -- Moulage for Sps -- Makeup -- Mannequins and Makeup: Moulage for HPS -- Special Effects Basics: Creating Props and Setting the Stage -- Striking the Set: Cleanup and Resetting -- Summary -- Practice Questions -- References -- Chapter 11: Simulation Principles, Practice, and Methodologies for Standardized Patient Simulation -- Learning Outcomes -- SP Case Development -- Timing of the Simulation Scenario -- Identify the Setting -- SP Role -- SP Position and Attire -- Student Role -- Identify the Focus and Objectives -- SP Questions and Answers -- Door Sign -- Student Checklist -- Student Evaluation Criteria and Passing Score -- SP Feedback -- Orientation, Education, and Training of SPs -- SP's Role in Learner Evaluation and Feedback -- Hybrid Simulation Using SPs as Confederates -- Summary -- Practice Questions -- References -- Chapter 12: Hybrid Simulation -- Learning Outcomes -- Foundations of Patient Simulations -- Typology and Modes of Simulation -- The Role of the Simulation Educator in Hybrid Simulation -- Summary -- Practice Questions -- References -- Chapter 13: Part-task Trainers -- Learning Outcomes -- Simulators, Fidelity, PTTs, and Complex Task Trainers -- Curriculum Development Using PTTs -- Advantages of PTTs -- Summary -- Practice Questions -- References -- Chapter 14: Interprofessional Simulation -- Learning Outcomes -- History of IPE -- Background -- General IPE Competencies -- Practice Questions -- References -- Chapter 15: Debriefing -- Learning Outcomes -- Background -- The Debriefing Process -- Debriefing and the Learning Process -- Defining Attributes of Debriefing -- Oral (Socratic) Questioning -- Debriefing as an Assessment Process -- Facilitator Role in the Debriefing Process -- Types of Debriefing Methods -- The Debriefing Environment -- Debriefing Difficulties.

Practice Questions -- References -- Chapter 16: Standardized Patient Debriefing and Feedback -- Learning Outcomes -- Debriefing Foundations -- SP Core Competencies -- Selecting SPs for Debriefing-Screening Process -- Preparing SPs for Debriefing and Feedback -- Debriefing and Feedback Models -- Starting Debriefing -- Additional Approaches to Ensure Debriefing Quality -- Summary -- Practice Questions -- References -- Chapter 17: Virtual Reality -- Learning Outcomes -- Virtual Learning -- Virtual Patients -- Serious Games -- VL Platforms -- Theoretical Frameworks -- Advantages and Disadvantages of VR Learning -- Entering and Designing a Virtual Simulation -- Conclusion -- Practice Questions -- References -- Section IV: Using Simulation to Educate and Assess Learners -- Chapter 18: Planning Simulation Activities -- Learning Outcomes -- Needs Assessment -- Goal Definition -- Learning Objectives -- Types of Evaluation -- Evaluation Methods -- Evaluation Tools -- Designing the Simulation Activity -- Selecting the Simulation Modality -- Resource Identification -- Simulation Team -- Preparations -- Summary -- Practice Questions -- References -- Chapter 19: Evaluation of Simulation Activities -- Learning Outcomes -- Evaluation in SBT -- Individual Learner SBT Evaluation -- Frameworks for Evaluation Strategies -- Formative Evaluation -- Summative Evaluation -- Self-Evaluation -- Peer Evaluation -- Evaluation in SBTT -- Current Evaluation Instruments -- Evaluating the Simulation Activity -- Summary -- Case Study Discussion -- Practice Questions -- References -- Section V: Managing Simulation Resources and Environment -- Chapter 20: Operations and Management of Environment, Personnel, and Nonpersonnel Resources -- Learning Outcomes -- Operations Management: What is Operations? -- Scheduling -- Preparing for Delivery of a Simulation Event.

Tracking Center Activities -- Physical Space -- Policies, Procedure, and Practices -- Various Users of a Simulation Center -- Personnel and Nonpersonnel Issues -- Summary -- Practice Questions -- References -- Chapter 21: Accreditation of Simulation Laboratories and Simulation Standards -- Learning Outcomes -- Accreditation -- The Society for Simulation in Healthcare -- Standards -- The International Nursing Accreditation for Clinical Simulation &amp -- Learning -- Standards Overview -- Summary -- Practice Questions -- References -- Section VI: Engage in Scholarly Activity -- Chapter 22: Fostering Professional Development in Healthcare Simulation -- The Context of Professional Development -- Staying Current and Using Evidence in Healthcare Simulation -- Promoting and Leading Evidence-based Healthcare Simulation in an Organization -- Cultivating and Communicating One's Professional Development Expertise -- The Mentoring Role -- Development of the Portfolio -- Summary -- Practice Questions -- References -- Chapter 23: The Role of Research in Simulation -- Learning Outcomes -- Pre-Briefing -- Simulation -- Debriefing -- Research -- Simulation Research Resources -- Practice Questions -- References -- Practice Test -- Bibliography -- Answers and Rationales to End-of-chapter Practice Questions -- Answers and Rationales to Practice Test -- Index.

"The authors of this review manual have captured all of the elements of simulation from establishing the objectives of simulated learning experiences, to constructing scenarios, to debriefing students and the simulation team, to assessing and evaluating the learning that has accrued. They have also described the range of simulation options and the contexts for their most effective use.". -Gloria F. Donnelly , PhD, RN, FAAN, FCPP. Dean and Professor. College of Nursing and Health Professions. Drexel University. Health professionals embarking on a career teaching simulation are embracing a world of innovation in which both teacher and student can develop their healthcare skills more rapidly and promote better patient outcomes. This is the first review manual to assist healthcare simulation educators in the United States and internationally in preparing for certification in this rapidly emerging field. The authors, noted experts in simulation and education, have carefully analyzed the CHSE blueprint to ascertain what material is most likely to be covered. They present this information in a user-friendly, pithy outline format. This review manual provides numerous features that help students to critically analyze test content, including end-of-chapter review questions, test-taking strategies, and over 230 test questions dispersed throughout the book. It features current evidence-based teaching practices and incorporates case studies to connect simulation "situations" to simulation education with healthcare students and includes information about advanced certification and recertification. Key Features:.: Comprises the first review book for the CHSE exam; Follows the CHSE test blueprint; Fosters optimal learning and retention through use of a pithy outline format; Provides Teaching Tips feature for best simulation practice; Includes Evidence-Based

Simulation Practice boxes that focus on current research; Incorporates case studies, 230+ test questions, end-of-chapter review questions, and test-taking strategies. The CERTIFIED HEALTHCARE SIMULATION EDUCATOR and CHSE marks are trademarks of the Society for Simulation in Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the Society.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.