Practise on plastic: the impact of high fidelity simulation on learning and teaching

Abstract

The integration of high fidelity simulation (HFS) as an adjunct resource into healthcare curricula is not a new phenomenon. Healthcare assistants (HCAs) are increasingly likely to be expected either to partake in high fidelity simulation training, or to work in the context of a multidisciplinary team (MDT) where this is commonplace activity in training or continuing professional development. HFS is regularly used in the context of medical, nursing and the allied healthcare professions to provide realistic scenarios where students can practise their clinical skills and interventions in an ethos of support and constructive feedback. Over the past five years particularly, the use of simulated practice as a teaching and learning tool within healthcare has increased in importance; it is seen as the major teaching method for practising and assessing developing skills, knowledge, attitudes and meaningful decision-making within the field of healthcare ( Humphreys, 2013 ). The use of HFS offers a safe, non-threatening environment, creating opportunities for learners to develop cognitive, psychomotor and affective competencies away from the patient's bedside ( Murray et al, 2008 ). This article provides an insight into the educational significance of HFS, alongside issues of implementation and educational focus.