Book contents
- Obstetric Decision-Making and Simulation
- Obstetric Decision-Making and Simulation
- Copyright page
- Contents
- Contributors
- Foreword
- Part 1 The Role of Simulation
- 1 Setting the Scene for Simulation-Based Education
- 2 The Where of Simulation Training
- 3 Interprofessional In Situ Simulation
- 4 Debriefing and the Debrief
- 5 Fidelity in Obstetric Simulation
- Part 2 The Impact of Human Factors in Clinical Practice
- Part 3 Clinical Scenarios
- Scenario Section 1 Obstetric
- Scenario Section 2 Maternal Collapse
- Scenario Section 3 Hypertensive Disorders of Pregnancy
- Scenario Section 4 Neuraxial Analgesia
- Scenario Section 5 Non-Neuraxial Analgesia
- Scenario Section 6 General Anaesthesia
- Scenario Section 7 Haemorrhage
- Scenario Section 8 Sepsis
- Scenario Section 9 Cardiac
- Scenario Section 10 Endocrine
- Scenario Section 11 Neurological
- Scenario Section 12 Trauma
- Scenario Section 13 Neonatal
- Index
- References
3 - Interprofessional In Situ Simulation
from Part 1 - The Role of Simulation
Published online by Cambridge University Press: 25 March 2019
Book contents
- Obstetric Decision-Making and Simulation
- Obstetric Decision-Making and Simulation
- Copyright page
- Contents
- Contributors
- Foreword
- Part 1 The Role of Simulation
- 1 Setting the Scene for Simulation-Based Education
- 2 The Where of Simulation Training
- 3 Interprofessional In Situ Simulation
- 4 Debriefing and the Debrief
- 5 Fidelity in Obstetric Simulation
- Part 2 The Impact of Human Factors in Clinical Practice
- Part 3 Clinical Scenarios
- Scenario Section 1 Obstetric
- Scenario Section 2 Maternal Collapse
- Scenario Section 3 Hypertensive Disorders of Pregnancy
- Scenario Section 4 Neuraxial Analgesia
- Scenario Section 5 Non-Neuraxial Analgesia
- Scenario Section 6 General Anaesthesia
- Scenario Section 7 Haemorrhage
- Scenario Section 8 Sepsis
- Scenario Section 9 Cardiac
- Scenario Section 10 Endocrine
- Scenario Section 11 Neurological
- Scenario Section 12 Trauma
- Scenario Section 13 Neonatal
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Obstetric Decision-Making and Simulation , pp. 16 - 21Publisher: Cambridge University PressPrint publication year: 2019
References
Barr, H., Hammick, M., Freeth, D. S., Reeves, S. and Koppel, I. (2008). Effective Interprofessional Education: Argument, Assumption and Evidence (Promoting Partnership for Health). Oxford: Wiley-Blackwell.Google Scholar
Barr, H., Gray, R., Helme, M., Low, H. and Reeves, S. (2016). Interprofessional Education Guidelines 2016. London: CAIPE. www.caipe.org (accessed March 1, 2018).Google Scholar
Bland, A. J., Topping, A. and Tobbell, J. (2014). Time to unravel the conceptual confusion of authenticity and fidelity and their contribution to learning within simulation-based nurse education. A discussion paper. Nurse Education Today, 34(7), 1112–1118.CrossRefGoogle ScholarPubMed
Department of Health. (2001). Working Together, Learning Together. London: Department of Health, Crown Copyright.Google Scholar
Department of Health. (2008). A High Quality Workforce: NHS Next Stage Review. London: Department of Health, Crown Copyright.Google Scholar
Department of Health. (2016). Safer Maternity Care. London: Department of Health, Crown Copyright.Google Scholar
Engum, S. A. and Jeffries, P. R. (2012). Interdisciplinary collisions: bringing healthcare professionals together. Collegian, 19(3), 145–151. doi: 10.1016/j.colegn.2012.05.005.CrossRefGoogle ScholarPubMed
Gibbons, S., Adamo, G., Padden, D., et al. (2002). Clinical evaluation in advanced practice nursing education: using standardised patients in health assessment. Journal of Nursing Education, 41, 215–221.CrossRefGoogle ScholarPubMed
INACSL Standards Committee (2016, December). INACSL standards of best practice: SimulationSM.Google Scholar
Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., Gordon, D. L. and Scalese, R. J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Medical Teacher, 27(1), 10–28.CrossRefGoogle ScholarPubMed
Kirkpatrick, D. L. and Kirkpatrick, J. D. (2006). Evaluating Training Programs, 3rd edition. San Francisco, CA: Berrett-Koehler Publishers.Google Scholar
Kohn, L. T., Corrigan, J. and Donaldson, M. S. (2000). To Err is Human: Building a Safer Health System. Washington, DC: National Academies Press.Google Scholar
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development, 2nd edition. Upper Saddle River, NJ: Pearson Education.Google Scholar
Künzle, B., Kolbe, M. and Grote, G. (2010). Ensuring patient safety through effective leadership behaviour: a literature review. Safety Science, 48(1), 1–17. doi: 10.1016/j.ssci.2009.06.004.CrossRefGoogle Scholar
Lantolf, J. and Thorne, S. (2006). Socialcultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.Google Scholar
Lave, J. and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
Lopreiato, J. O. (Ed.), Downing, D., Gammon, W., Lioce, L., Sittner, B., Slot, V., Spain, A. E. (Associate Eds.) and the Terminology & Concepts Working Group. (2016). Healthcare Simulation Dictionary. [Online] (accessed November 13, 2016). Available from www.ssih.org/dictionary.Google Scholar
McLeod, S. A. (2012). Zone of Proximal Development [Online]. Available from: www.simplypsychology.org/Zone-of-Proximal-Development.html (accessed November 13, 2016).Google Scholar
Missildine, K., Fountain, R., Summers, L. and Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599.CrossRefGoogle ScholarPubMed
Motola, I., Devine, L. A., Chung, H. S., Sullivan, J. E. and Issenberg, B. (2005). Simulation in healthcare education: best evidence practical guide. AMEE Guide No. 82. Medical Teacher, 35, e1511–e1530.CrossRefGoogle Scholar
Nestel, D., Kelly, M., Jolly, B. and Watson, M. (2017). Healthcare Simulation Education, pp. 29–33. Chichester: John Wiley & Sons.CrossRefGoogle Scholar
Oandasan, I. and Reeves, S. (2005). Key elements for interprofessional education. Part 1: The learner, the educator and the learning context. Journal of Interprofessional Care, 19(1), 21–38.CrossRefGoogle ScholarPubMed
Paas, F., Renkl, A. and Sweller, J. (2003). Cognitive load theory and instructional design: recent developments. Educational Psychologist, 38(1), 1–4.CrossRefGoogle Scholar
Purva, M., Baxendale, B., Scales, E., et al. (2016). Simulation-based Education in Healthcare Standards Framework and Guidance. Hull: Association for Simulated Practice in Healthcare (ASPiH).Google Scholar
Reeves, S. (2016). Why we need interprofessional education to improve the delivery of safe and effective care. Interface – Comunicação, Saúde, Educação, 20(56), 185–197. doi: 10.1590/1807-57622014.0092.CrossRefGoogle Scholar
Reeves, S., Goldman, J. and Oandasan, I. (2007). Key factors in planning and implementing interprofessional education in health care settings. Journal of Allied Health, 36(4), 231–235.Google ScholarPubMed
Sargeant, J. (2009). Theories to aid understanding and implementation of interprofessional education. Journal of Continuing Education in the Health Professions, 29(3), 178–184. doi: 10.1002/chp.20033.CrossRefGoogle ScholarPubMed
Steinert, Y. (2005). Learning together to teach together: interprofessional education and faculty development. Journal of Interprofessional Care, 19(suppl 1), 60–75.CrossRefGoogle ScholarPubMed
Sweeney, K. and Griffiths, F. (2002). Complexity and Healthcare: An Introduction, Chapter 1, p. 2. Oxford: Radcliffe Medical Press.Google Scholar
Thistlewaite, J. and Moran, M. on behalf of the World Health Organisation Study Group on Interprofessional Education and Collaborative Practice. (2010). Learning outcomes for interprofessional education (IPE): literature review and synthesis. Journal of Interprofessional Care, 24(5), 503–513, doi: 10.3109/13561820.2010.483366.CrossRefGoogle Scholar
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Functions. Cambridge, MA: Harvard University Press.Google Scholar
WHO. (2016). Health workforce – nursing and midwifery. Available from: www.who.int/hrh/nursing_midwifery/en/ (accessed February 26, 2017).Google Scholar
Wood, D. (2001). Scaffolding, contingent tutoring and computer-supported learning. International Journal of Artificial Intelligence in Education, 12, 280–292.Google Scholar