Primer on Interprofessional Simulation for Clinical Laboratory Science Programs: A Practical Guide to Structure and Terminology

Abstract

1. Michelle R. Brown, MS, MLS(ASCP)CMSBBCM[⇑][1] 1. University of Alabama at Birmingham, School of Health Professions, Department of Clinical and Diagnostic Sciences, Birmingham, AL 2. Penni Watts, PhD, RN, CHSE-A 1. University of Alabama at Birmingham, School of Nursing, Birmingham, AL 1. Address for Correspondence: Michelle R. Brown, MS, MLS(ASCP)CMSBBCM, University of Alabama at Birmingham, Assistant Professor, School of Health Professions, Department of Clinical and Diagnostic Sciences, 1705 University Blvd, SHPB 474, Birmingham, AL 35294, 205-934-5987, michellebrown{at}uab.edu 1. Differentiate types of simulation modalities. 2. Define fundamental terms associated with simulation. 3. Distinguish the three phases of simulation and determine the importance of each phase. Interprofessional (IP) simulation is an effective way to teach teamwork, communication, and utilization of resources.1,2 While traditional classroom learning for health professionals rarely involves application of skills, simulation affords opportunities for practicing communication and collaboration. It allows students and/or practitioners to come together in a safe environment to learn clinical skills and practice communication strategies while serving as a means for clarifying roles on a healthcare team. Laboratory professionals are often described as being behind the scenes. Simulation allows laboratory practitioners to participate on the team and elucidate the importance of the lab during debriefing. In order for laboratory science students and practitioners to participate in medical simulation, there must first be a fundamental understanding of the organization and terminology. Defining Simulation Within healthcare education, experiential learning has become a central aspect of training our future healthcare providers. Simulation is defined as a technique providing experiences that represent or mimic a real life event or situation allowing learners to apply skills and knowledge to providing care during a simulated clinical event.3 During a simulation, there are no real patients, thereby allowing learners to test and try their hand at synthesizing pieces of information into clinical situations without the potential for harm (Figure1). For example, a simulation may involve learners being placed in a simulated environment with a mannequin, or standardized patient that needs an intravenous line started and requiring a blood transfusion. The learners must interact together while obtaining blood and administer it to the patient. Benefits of Simulation Simulation… ABBREVIATIONS: INACSL - Nursing Association for Clinical Simulation and Learning, IP – Interprofessional 1. Differentiate types of simulation modalities. 2. Define fundamental terms associated with simulation. 3. Distinguish the three phases of simulation and determine the importance of each phase. [1]: #corresp-1