Table 3 Toolkit part 2—improving sustainability through scenario design and local strategy
From: Simulation-based education and sustainability: creating a bridge to action
Key area of focus | Suggested changes | Supporting frameworks | Potential impacts and how to measure these | Potential risks and mitigation |
|---|---|---|---|---|
Scenario design Supports ISO 14001 clause 6: planning | • Integrate principles of sustainable healthcare into existing scenarios by adapting intended learning outcomes and/or debriefing • Try designing new scenarios with sustainable healthcare at their core | • Principles of sustainable healthcare (Mortimer) • ASPiH standards (2023) • Generic professional capabilities framework (GMC) | • Raises awareness of sustainable healthcare • Demonstrates how principles of sustainable healthcare can be applied to practice • Encourages learners to view their practice with sustainable healthcare systems in mind | • ‘Overburdening’ learners with too many ILOs that could potentially detract from learning other content • Evaluation of adapted and newly developed sessions will help ensure high quality education |
Sustainability prioritized by the leadership team and included in local simulation strategy Supports ISO Clause 5: Leadership and clause 7: support | • Review local simulation strategy-ensure sustainability is prioritised; key actions have been identified and assigned to individuals or groups within the leadership team and wider staff group • Appoint a lead for sustainability in your simulation centre—the sustainability lead should work closely with and/or be a part of the simulation centres leadership team • Ensure job plan time is allocated to these roles | • ASPiH standards (2023) | • Can ensure a planned, organised and carefully thought through approach to sustainable simulation • Monitor this using QI methodology • Improved engagement with sustainability can improve staff retention and recruitment • Survey staff to find out if prioritizing sustainability has affected their decision to work for the organisation | • Avoid overburdening staff by ensuring there is adequate time, training and resources to support staff in their sustainability roles |
Share ideas and learning Supports ISO clause 7: support | • Forge links and join networks that allow the sharing of sustainability work and resources (e.g. EAUC and sustainability partnership in UK) | • ASPiH standards (2023) | • Allows institutions and individuals to learn from each other | • Strategies that are effective in one setting may not be effective in all. Ensure changes are measured and monitored using QI methodology |
Faculty development Supports ISO clause 7: support | • Provide training, onboarding opportunities, drop-ins, FAQ sessions and meta-debrief clubs that focus on environmentally sustainable simulation | • ASPiH standards (2023) | • Creates an empowered and engaged faculty group who can develop collectively and incorporate environmental sustainability into their simulation practice • Survey staff to find out what they have learnt about sustainability and how they apply this to their role | • Faculty development focused on sustainability could divert resources away from other areas. The centre should review staff training to ensure training resources are used to their greatest advantage |