CHSOS Dictionary 2023 All Answers Correct

CHSOS Dictionary 2023 All Answers Correct Actor Ans- In health care simulation, professional and/or amateur people trained to reproduce the components of real clinical experience, especially involving communication between health professionals and patients or colleagues (Australian Society for Simulation in Healthcare). Advocacy and Inquiry Ans- • A method of debriefing in which an observer states what was observed or performed in a simulation activity (advocacy) or shares critical or appreciative insights about it explicitly (advocacy) and then asks the learners for an explanation of their thoughts or actions (inquiry)(Rudolph et al, 2007). • Inquiry seeks to learn what others think, know, want, or feel; whereas advocacy includes statements that communicate what an individual thinks, knows, wants or feels (Bolman & Deal, 2013). Advocacy and Inquiry Ans- A method of debriefing in which an observer states what was observed or performed in a simulation activity (advocacy) or shares critical or appreciative insights about it explicitly (advocacy) and then asks the learners for an explanation of their thoughts or actions (inquiry)(Rudolph et al, 2007). • Inquiry seeks to learn what others think, know, want, or feel; whereas advocacy includes statements that communicate what an individual thinks, knows, wants or feels (Bolman & Deal, 2013). Alpha and Beta Testing Ans- • Alpha- early testing of a product by the developers or programmers, but not by potential users. The purpose of alpha-testing is to find and resolve as many 'bugs' or problems in the software that were unanticipated during the design and development. (Lee-Jayaram et al, 2019) • Beta - early testing of a software, program, simulation, or game, by potential users. The purpose of beta-testing is identical to alpha-testing. (Lee-Jayaram et al, 2019) Artificial Intelligence (AI) Ans- A system of computerized data-gathering and prediction that models human behavior and decision-making with minimal human intervention. In healthcare simulation, AI often refers to underlying programming that provides physiological or systembased algorithm changes based on inputs from users and learners. Often paired with machine learning, in which the software is programmed to alter algorithms and predictions based on observed data and results without human intervention. Virtual patients use artificial intelligence to react appropriately to the user or learner. (Bennett and Hauser, 2013) Assessment Ans- Refers to processes that provide information about or feedback about individual participants, groups, or programs. Specifically, assessment refers to observations of progress related to knowledge, skills, and attitudes (KSA). Findings of assessment are used to improve future outcomes (Scheckel, 2016; INACSL Standards Committee, 2016c, pp. S39-S40). • Involves measurement of the KSAs which can be recorded (Levine, DeMaria, Schwartz, & Sim, 2014). Formative - a type of assessment (sometimes called an evaluation) "wherein the facilitator's focus is on the participant's progress toward goal attainment through preset criteria; a process for an individual or group engaged in a simulation activity for the purpose of providing constructive feedback for that individual or group to improve (National League for Nursing Simulation Innovation Resource Center [NLN-SIRC], 2013; Scheckel, 2016)" (INACSL Standards Committee, 2016c, p.S41). Often completed at the same time as the instruction (Hamdorf & Davies, 2016), development of the individual is the focus for the simulation objectives/outcomes to be reached (INACSL Standards Committee, 2016c). • Summative - a type of assessment (sometimes called an evaluation) "at the end of a learning period or at a discrete point in time in which participants are provided with feedback about their achievement of outcome through preset criteria; a process for determining the competence of a participant engaged in healthcare activity. The assessment of achievement of outcome criteria may be associated with an assigned grade (NLN-SIRC, 2013; Scheckel, 2016)" (INACSL Standards Committee, 2016c, p. S41). Performance of the individual is compared to a specific standard (Hamdorf & Davies, 2016). • Highstakes - a type of assessment (sometimes called an evaluation) "associated with a simulation activity that has a major academic, educational, or employment consequence (such as a grading decision, including pass or fail implications; a decision regarding competency, merit pay, promotion, or certification) at a discrete point in time (Hidden curriculum, 2014)" (INACSL Standards Committee, 2016c, p. S41). Assessor Ans- • A person who performs assessment of individuals according to pre-established criteria. • Assessors must have specific and substantial training, expertise, and competency in assessment (D). Augmented Reality Ans- A type of virtual reality in which synthetic stimuli are superimposed on realworld objects, usually to make information that is otherwise imperceptible to human senses perceptible (M&S Glossary). • A technology that overlays digital computer-generated information on objects or places in the real world for the purpose of enhancing the user experience. • The combination of reality and overlay of digital information designed to enhance the learning process. • A spectrum of mixedreality simulation that is part way between the real world and the virtual world. • A form of virtual reality that includes head-mounted displays, overlays of computer screens, wearable computers, or displays projected onto humans and manikins (D.R. Berryman et al; M. Bajura et al; H. Fuchs et al). Avatar Ans- • A virtual object used to represent a physical object (e.g., a human) in a virtual world. • A graphical representation, typically three-dimensional, of a person capable of relatively complex actions, including facial expressions and physical responses, while participating in a virtual simulation-based experience. The user controls the avatar through the use of a mouse, keyboard, or a type of joystick to move through the virtual simulation-based experience (Riley, 2008). • Controlled avatars may be either 1st-person perspective or 3rd-person perspective in virtual simulations. A 3rd-person perspective places the view and camera so the user and learner can see the controlled avatar (e.g., the player). A 1stperson perspective places the camera such that the user and learner views the world through the eyes of the avatar (i.e., the controlled avatar is never visible on the screen). These perspectives only apply to screen-based simulations using a mouse, keyboard, or joystick. Virtual Reality simulations are almost always 1st-person. (Schuurink and Toet, 2010) Back Story or Backstory or Back-story Ans- "A narrative, which provides a history and/or background and is created for a fictional character(s) and/or about a situation for a SBE (Backstory, n.d.)" (INACSL Standards Committee, 2016c, p.S40). (Ed note: this can include the back story provided to participants, standardized patients, and staff as required to support the simulation activity) • A method, particularly in some game-based simulations, "for creating design prompts, dialogs, and interactions that contain realistic verbal behaviors and variability for multiple avatars or non-player characters (NPCs) . . ." (Zachary, Zachary, CannonBowers, & Santarelli, 2016, p. 207). • Something that is developed by an author in games for characters that gives them their characteristics and memories (Fairclough & Cunningham, 2004). Behavioral Skills Ans- The range of activities encompassed within the category of interpersonal interaction, including bedside manner, interpersonal, teamwork, leadership and communications. (Murphy, Nestel, & Gormley, 2019) • The decision-making and team interaction processes used during the team's management of a situation. (Gaba et al, 1998) Brief (Briefing) Ans- • An activity immediately preceding the start of a simulation activity where the participants receive essential information about the simulation scenario, such as background information, vital signs, instructions, or guidelines. For example, before beginning a session, faculty conduct a briefing about the scenario to review the information being provided to the participants. • The information and guidelines given to faculty or simulated patients participating in a scenario to allow them to fully prepare for interactions with the participants. Briefing materials could include a handover, physician referral letter, or an ambulance call transcript. For example, at the start of the simulation scenario, participants receive a notification from ambulance personnel regarding a patient being transported to their facility with a gunshot wound. (Alinier, 2011; Husebø et al., 2012) Cave Automated Virtual Environment (CAVE) Ans- Large cube wall structure inside which a participant stands; the walls have projected images to simulate an immersive, virtual environment, including shadows cast by the participant. CAVE participants use specialized goggles for the illusion of stereoscopic depth when inside the CAVE. (Cruz-Neira et al, 1993). Clinical Scenario Ans- • The plan of an expected and potential course of events for a simulated clinical experience. A scenario usually includes the context for the simulation (hospital ward, emergency room, operating room, clinic, out of hospital, etc.). Scenarios can vary in length and complexity, depending on the learning objectives. • A detailed outline of a clinical encounter that includes: the participants in the event, briefing notes, goals and learning objectives, participant instructions, patient information, environmental conditions, manikin or standardized patient preparation, related equipment, props, and tools or resources for assessing and managing the simulated experience. • A progressive outline of a clinical encounter, including a beginning, an ending, a debriefing, and evaluation criteria (Meakim et al., 2013). Coaching Ans- • To direct or instruct a person or group of people in order to achieve goals, develop specific skills, or develop competencies. Cognitive Load Ans- • The amount of information the working memory of the participant and/or facilitator can manage at any given point. The definition is based on the Cognitive Load Theory (CLT) proposed by Sweller et al. (1998) based on the working memory model introduced by Baddeley (1992). Computer-Based Simulation Ans- • The modeling of real-life processes with inputs and outputs exclusively confined to a computer, usually associated with a monitor and a keyboard or other simple assistive device (Textbook of Simulation). Subsets of computer-based simulation include virtual patients, virtual reality task trainers, and immersive virtual reality simulation (ibid).. Conceptual Fidelity Ans- In health care simulation, ensures that all elements of the scenario relate to each other in a realistic way so that the case makes sense as a whole to the learner(s) (For example: Vital signs are consistent with the diagnosis). To maximize conceptual fidelity, cases or scenarios should be reviewed by subject matter expert(s) and pilot-tested prior to use with learners (Rudolph et al., 2007; Dieckmann et al., 2007). CONSORT (Consolidated Standards of Reporting Trials) Ans- • CONSORT is a guideline that standardizes the reporting for any randomized control trials. First developed for clinical trials, the guideline has been adopted by the simulation research community. (Cheng et al, 2016) Cue/Cueing Ans- To provide information during the simulation that helps the participant progress through the activity to achieve stated objectives (modified from National League for Nursing - Simulation Innovation Resource Center, 2013). • Information provided to help the learner reach the learning objectives (conceptual cues), or to help the learner interpret or clarify the simulated reality (reality cues). Conceptual cues help the learner reach instructional objectives through programmable equipment, the environment, or through responses from the simulated patient or role player, Reality cues to help the learner interpret or clarify simulated reality through information delivered during the simulation (modified from Paige & Morin, 2013). See also: PROMPT Debrief (Debriefing) Ans- (noun) A formal, collaborative, reflective process within the simulation learning activity. • An activity that follows a simulation experience and led by a facilitator. • (verb) To conduct a session after a simulation event where educators/instructors/facilitators and learners reexamine the simulation experience for the purpose of moving toward assimilation and accommodation of learning to future situations (Johnson-Russell & Bailey, 2010; National League for Nursing - Simulation Innovation Resource Center, 2013); debriefing should foster the development of clinical judgment and critical thinking skills (Johnson-Russell & Bailey, 2010). • To encourage participants' reflective thinking and provide feedback about their performance, while various aspects of the completed simulation are discussed. • To explore with participants their emotions and to question, reflect, and provide feedback to one another (i.e., guided reflection). Debriefer Ans- The individual who facilitates a debriefing session and is knowledgeable and skilled in performing appropriate, structured, and psychologically safe debriefing sessions (Fanning & Gaba, 2007). • The person who leads participants through the debriefing. Debriefing by competent instructors and subject matter experts is considered important to maximize the opportunities arising from simulation (Raemer et al, 2011). Deliberate Practice Ans- A theory of general psychology that states the differences between expert performers and normal adults reflect a life-long period of deliberate effort to improve performance in a specific domain. (Ericsson, K. A). • A systematically designed activity that has been created specifically to improve an individual's performance in a given domain (Ericsson, Krampe, & Tesch-Römer, 1993) Deterministic Ans- Pertaining to a process, model, or variable whose outcome, result, or value does not depend on chance (Department of Defense Modeling and Simulation Glossary). Discrete Simulation (Discrete-Event Simulation) Ans- • A simulation that relies on variables changed only at a countable number of points in time; discrete event simulation (DES) is the process of codifying the behavior of a complex system as an ordered sequence of well-defined events. • The operation of a system as a discrete sequence of events in time. Each event occurs at a particular instant in time and marks a change of state in the system. Between consecutive events, no change in the system is assumed to occur; thus the simulation can directly jump in time from one event to the next (Robinson, 2004). • One or more variables that completely describe a system at any given moment in time (Sokolowski & Banks, 2011). Distance Simulation Ans- Implementing a simulation or training at a physical distance from the participant(s) (LeFlore et al., 2014; von Lubitz et al., 2003). This may include operating a simulator via some type of remote access where the operator remotes into a simulator stationed where the participants are located; otherwise known as remote-controlled (LeFlore et al., 2014). Or, it could be where the participants remote into something like the cameras during a simulation where the simulator is stationed at a different site, which may be called "distance-based high-fidelity human patient simulation training" (von Lubitz et al., 2003, p. 379). Advantages of this method are being able to use experts to run the simulator (LeFlore et al., 2014) or to instruct (von Lubitz et al., 2003) if not currently available at the site where the participants are located. Distributed Simulation Ans- The concept of simulation on-demand, made widely available wherever and whenever it is required; DS provides an easily transportable, self-contained 'set' for creating simulated environments, at a fraction of the cost of dedicated, static simulation facilities (Kneebone et al, 2010). • A set of simulations operating in a common environment and distributed to learners; a distributed simulation may be composed of any of the three modes of simulation: live, virtual, and constructive, and are seamlessly integrated within a single exercise (Department of Defense Modeling and Simulation Glossary). Durational Simulation Ans- • Multiple simulations that build off of one another. This can include a simulation that focuses on an initial assessment of a simulated or standardized patient portraying a patient role and the subsequent simulations are the follow-up visit (e.g., initial visit, one-month visit and six-month visit, etc.). • A Durational Simulation is the opposite of a Discrete Simulation in that changes occur in the system between simulations. Dryrun Ans- A "planning meeting with standardized learners" is used to reveal un-intentional problems within the scenario. A designated time to explore the possibility of errors. (Boilat et al, 2012) • A verification period prior to live encounters to ensure a "safe and therapeutic" environment. (Greswell et al, 2018) Educator (Simulation Educator) Ans- Person who uses the modality of simulation to educate learners, utilizing evidence -based strategies. • Person who supports healthcare professionals who are learning to manage clinical situations and provide care that is safe, effective, efficient, timely, patient-centered, and equitable. May teach an individual learner or a group of learners practicing to work as a team (Lindell, Poindexter, & Hagler, 2016). Embedded Participant Ans- Definition • An individual wh