Manifesto for healthcare simulation practice.

Health Professions Education Leadership Safety Simulation Center Operations/Administration Simulation In healthcare

Journal

BMJ simulation & technology enhanced learning
ISSN: 2056-6697
Titre abrégé: BMJ Simul Technol Enhanc Learn
Pays: England
ID NLM: 101684779

Informations de publication

Date de publication:
2020
Historique:
received: 23 06 2020
revised: 03 08 2020
accepted: 21 08 2020
entrez: 6 5 2022
pubmed: 1 11 2020
medline: 1 11 2020
Statut: epublish

Résumé

A pandemic has sent the world into chaos. It has not only upended our lives; hundreds of thousands of lives have already been tragically lost. The global crisis has been disruptive, even a threat, to healthcare simulation, affecting all aspects of operations from education to employment. While simulationists around the world have responded to this crisis, it has also provided a stimulus for the continued evolution of simulation. We have crafted a manifesto for action, incorporating a more comprehensive understanding of healthcare simulation, beyond tool, technique or experience, to understanding it now as a professional practice. Healthcare simulation as a practice forms the foundation for the three tenets comprising the manifesto:

Identifiants

pubmed: 35515484
doi: 10.1136/bmjstel-2020-000712
pii: bmjstel-2020-000712
pmc: PMC8936961
doi:

Types de publication

Journal Article Review

Langues

eng

Pagination

365-368

Informations de copyright

© Author(s) (or their employer(s)) 2020. No commercial re-use. See rights and permissions. Published by BMJ.

Déclaration de conflit d'intérêts

Competing interests: None declared.

Références

Adv Simul (Lond). 2017 Jun 27;2:10
pubmed: 29450011
Emerg Infect Dis. 2020 Jul;26(7):1470-1477
pubmed: 32255761
Can Geriatr J. 2020 Mar 01;23(1):149-151
pubmed: 32269670
Health Promot J Austr. 2020 Apr;31(2):158-160
pubmed: 32197274
Adv Simul (Lond). 2017 Oct 19;2:20
pubmed: 29450021

Auteurs

Christine S Park (CS)

Simulation and Integrative Learning Institute, Department of Medical Education, University of Illinois College of Medicine, Chicago, Illinois, USA.

Louise Clark (L)

M Simulation, University of Minnesota Medical School Twin Cities, Minneapolis, Minnesota, USA.

Grace Gephardt (G)

Arkansas Children's Hospital, Little Rock, Arkansas, USA.

Jamie M Robertson (JM)

Department of Surgery, Brigham and Women's Hospital, Boston, Massachusetts, USA.

Jane Miller (J)

Office of Consultation and Research in Medical Education, The University of Iowa Roy J and Lucille A Carver College of Medicine, Iowa City, Iowa, USA.

Dayna K Downing (DK)

Simulation and Technology Education Learning Institute, Children's Health Children's Medical Center Dallas, Dallas, Texas, USA.

Bee Leng Sabrina Koh (BLS)

Sengkang General Hospital, Singapore, Singapore.

Kellie D Bryant (KD)

Columbia University School of Nursing, New York, New York, USA.

David Grant (D)

Bristol Medical Simulation Centre, Bristol, Bristol, UK.

Dinker R Pai (DR)

Simulation, Sri Balaji Vidyapeeth University, Pondicherry, India.

Jesika S Gavilanes (JS)

Oregon Health and Science University, Portland, Oregon, USA.

Edgar Israel Herrera Bastida (EI)

Anahuac University Faculty of Health Sciences, Huixquilucan, Mexico.

Li Li (L)

General Practice, Guangzhou First People's Hospital, Guangzhou, Guangdong, China.

Keith Littlewood (K)

University of Virginia School of Medicine, Charlottesville, Virginia, USA.

Eliana Escudero (E)

University Diego Portales, Santiago, Chile.

Michelle Ann Kelly (MA)

School of Nursing, Midwifery and Paramedicine, Curtin University, Perth, Australia.

Debra Nestel (D)

Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia.

Jan-Joost Rethans (JJ)

Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands.

Classifications MeSH