EdSIM - Simulation

The Value of Simulation

Construction of a new technology-enabled $3.7M Education and Simulation Learning Centre (EdSIM) - funded through the Department of Health and Ageing and the Department of Regional Development and Lands’ Royalties for Regions program was completed in 2013.

EdSIM Centre Opportunities:

The EdSIM Centre enables us to extend our education activities through the delivery of simulation-based education and training to support our foci towards:

1. Attracting the future rural health workforce; increasing understanding of health careers, rural practice and the pathways to follow

2. Providing and supporting health professional entry students in their clinical placements

3. Identifying, providing and supporting the development and delivery of professional development sessions and courses that relate to current workforce requirements and individual career aspirations through further tertiary studies

The Centre increases our capacity to deliver, support and facilitate education and training - both within the Centre’s immediate premises and through wider "distribution" to other external sites (metro and remote). The EdSIM Centre’s audio-visual technologies enable streaming of vision of simulation scenarios being enacted at WACRH. With the ability to record and stream four simultaneous sessions / events simultaneously, the EdSIM Centre allows supervisors external to our building to link in and observe the live steaming.

WACRH's Approach to Simulation Education:

Simulation covers a wide range of scenario types. Simulated patients and skill sessions will often feature part rather than full mannequin. Mannequins will be used in collaboration with other organisations, maximising the value of the EdSIM centre for the region.

Our current priority targets for simulation education include interprofessional learning (IPL) for health science students on clinical practice. We extend our IPL focus to our students (nursing and Allied Health) as well as other medical, nursing and Allied Health students who may be in the Geraldton area at the time.

Programs have been developed for regional clinicians; some scenarios have a particular focus on the education and training needs within the residential aged care sector.

Examples of our current simulation-based activity include:

Student Teaching Clinic (health professional entry students)

This Interprofessional clinic currently involves speech, physiotherapy, social work, occupational therapy and medicine students working in teams. This clinic supports students in conducting paediatric developmental case history and client assessments. This program encourages students to report of findings to participating parents.

The EdSIM Centre’s consultation rooms are fitted to create the environmental and case history authenticity and the technology on hand enables the sessions to be observed by supervisors and recorded for peer to peer feedback, debriefing and reflection.

Health Student Academy (aimed at growing the future health workforce)

This is a two-day program aimed at high school students (Years 10 and 11). It extends the traditional career expo programs that are successful in providing a wide range of career information.

The Academy uses simulation-based skills sessions under the guidance and supervision of clinical academics and clinicians from the public and private sectors. Each skill session provides an overview of expectations for the students, followed by an immersive activity and then a debriefing. The variety of skill sessions has included: basic life support, applying a plaster cast following a sporting injury, suturing a wound, understanding the implications of impaired vision on day to day functioning and gaining an understanding of the impact of stroke on affected patients to name a few.

Basic Life Support with a Twist

Basic Life Support (BLS) training typically comprises of theory and a practical components. WACRH’s BLS training includes a third element, which aims to enrich the training through a simulated scenario relevant to the participant’s needs. For example, scenarios for administration staff may feature a customer collapsing at the front counter, whereas scenarios for a Speech Pathology student may include a child collapsing during a paediatric assessment.

Feedback on the added element has been very positive, with unanimous indication that this addition makes the learning more meaningful. Participants have indicated that their confidence to deal with an emergency within their clinical practice was higher as a result of the training. Western Australian Centre for Rural Health

 

 

 

 

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