The use of diagramming for self and peer analysis of simulation design approaches by neophyte simulation educators as part of a PG healthcare education module


When did you first introduce the innovation?

Less than 12 months ago

Please describe the innovation you have developed

There are many considerations when setting up simulation in healthcare. Local and national drivers, equipment, faulty and learners’ time, resourcing, uni-professional or interprofessional, simulation centre or in-situ, how to run a facilitated debrief, are just some of the many considerations. As part a Sheffield Hallam University module Developing Simulation and Human Factors Education the students had to design, develop and deliver a simulated scenario and critically appraise it, justifying their actions

The learners are provided with a set of arrow-shaped cards which are adhesive. The students are then asked to lay the arrows on an A1 sheet of paper in a way that helps them highlight the considerations that influence their simulated scenario. The arrows can represent policies, faculty, simulation participants, equipment or anything they perceive as being important.

The facilitators then questioned the learners about what the meaning of the arrow placements why they had placed them in the positions that they had- as the conversations unfolded the students were allowed to move arrows if they felt the needed to.

What prompted you to develop this innovation?

This is part of doctoral research project, but it was felt that it would lend itself well to assisting the students in seeing the bigger picture around simulation. It was used as a self and peer critical appraisal process their simulated scenarios. This technique has been used before in analysing interprofessional education but not in the context of simulation. The common feature of this techniques is the aim to consider relationships between the various activities involved in the design delivery and debriefing of simulation based education

In your view, what is it about this innovation that makes it different/important?

Using diagramming in this way, facilitates deeper reflection and critical appraisal, Creating this kind of visual map allows the learner to hold picture of the whole educational experience and provides opportunities for peers and module leaders to explore the students understanding and enhance the learning process.

To what extent does your innovation make use of existing approaches, resources or technologies?

This adapts a method from family therapy (Pictor technique) also used in examining interprofessional relations. This has not been used to help new educators explore their approaches when providing healthcare simulation.

To what degree has this innovation led to changes in education or clinical practice?

Learners reporting that the approach has created a better understanding of their own learning.

Helps to highlight the complexities in providing simulation based education.

What evidence do you have of the impact of the innovation?

Student evaluation, formal and informal.

To what degree has the innovation been disseminated in your organisation or elsewhere?

This is part of a doctoral student so is and will be disseminated through the presentation of this work.

Please provide details of any plans you have to disseminate the innovation in the future.

As above.