ASPiH Standards for Simulation-Based Practice
The ASPiH standards outline the key attributes of Faculty, Technical Personnel, Activity and Resources considered necessary for the practice of effective simulation-based education.
Faculty
> Faculty Development
- Faculty ensure that a safe learning environment is maintained for learners and encourage self-reflection on learning.
- Faculty engage in continuing professional development with regular evaluation of performance by both learner and fellow faculty.
3. Faculty are competent in the process of debriefing
Technical Personnel
4. Simulation technicians and technologists, whose primary responsibility is to support delivery of SBE, have gained or are working towards professional registration with the Science Council.
Activity
> Programme
5. Simulation-based education programmes are developed in alignment with formal curriculum mapping or learning/training needs analysis undertaken in clinical or educational practice.
6. The patient perspective is considered and demonstrated within educational planning.
7. A faculty member with expertise in simulation-based education oversees the simulation programme design and ensures that it is regularly peer reviewed, kept up to date and relevant to the organisation goals, clinical needs and curriculum that it is mapped to.
8. Regular evaluation of programmes and faculty is undertaken to ensure that content and relevance is maintained.
> Assessment
9. The assessment is based on the intended learning outcomes of the exercise, with clarity regarding the knowledge, skills and attitudes and appropriately tailored to professional curricula to be evaluated.
10. Psychological safety of the learner is considered and is appropriately supported.
11. Faculty have a responsibility for patient safety and to raise concerns regarding learner performance within educational settings, including SBE interventions.
> In Situ Simulation
12. Every ISS exercise has clearly defined learning objectives that achieve individual, team, unit level and/or organisational competencies.
13. Local processes and procedures are carefully reviewed to deliver ISS activity authentically.
14. Faculty delivering the ISS activity are proficient in SBE and have the required expertise on a given topic (Refer to standards on faculty development above).