Table 2 Recommendations for resource package content
Category | Sub-category | Participant recommendation |
|---|---|---|
Information to provide | Key terms | A glossary of commonly used medical and simulation-specific terminology |
Orientation to simulation environment and colleagues | Information about simulation context and equipment | |
Information about tutors and their expectations for working in simulation | ||
Safety considerations when working in a simulation environment with simulation equipment | ||
Explanations of simulated equipment (for example simulated intravenous cannulas), and how these are applied in a simulated setting | ||
Key information for what to expect when working as an SP | There is time spent waiting before and after students | |
There can be a lot of repetition of the same cases, and SP performance needs to be regulated so that the learner experience is consistent | ||
There are different expectations and ways of working for different types of simulation (e.g. experiential vs assessment) | ||
Physical examinations will involve learners touching and examining SP’s bodies—what to expect, what’s acceptable and what’s not | ||
Expectations for cleaning/tidying up at the end of a shift | ||
Feedback to learners | Written guide and instructions for how to provide feedback to learners | |
Examples of feedback that can be provided to learners | ||
Format for provision of information | Audio-visual aids to understand the job | Videos to explain the different types of simulation |
Videos that provide demonstrations of different physical examinations | ||
Videos of typical case presentations | ||
External sources to be linked | Information about de-roling | |
Information about intimacy co-ordination and consent in theatre/ acting contexts |