Timothy Clapper, PhD and Laerdal Sponsored Keynote Speaker for the August 2013 Gathering of Healthcare Simulation Technology Specialists recently published an article entitled “Saturation in Training” through the National Patient Safety Foundation which “discusses how those involved in patient safety and, specifically, in simulation-based instruction, can improve upon their methods and results”. This article is free to ASPPS members.
Earlier this year, patient safety leader and advocate Bob Wachter wrote a post on his health care blog,Wachter’s World, that caused many of us in the patient safety community to take notice of our progress and shortcomings for making patient care much safer. Asking “Is the Patient Safety Movement in Danger of Flickering Out?” he noted that the health care industry has seen lower infection rates, fewer falls, fewer medication errors, fewer readmissions, better-trained clinicians, and even better systems. Since the initial 1999 IOM report, To Err is Human (Kohn, et al. 2000), and Wachter’s follow-up report (Wachter 2004), modest improvements have been made, although they have been difficult to measure “because of our rudimentary measurement capacity in safety” (Wachter 2010). Regardless of modest improvements, more needs to be done, and Wachter’s (2004; 2010) reports are now a renewed call for action and a move away from the often sporadic and incomplete manner in which we are preparing our health care teams. This article will discuss how those involved in patient safety and, specifically, in simulation-based instruction, can improve upon their methods and results. Read the rest of the article introduction at the InSight online magazine for the American Society of Professionals in Patient Safety.
More about Timothy Clapper, PhD
Timothy Clapper, PhD, is an Education and Simulation Consultant. Following a 20-year career in the US Army, Dr. Clapper taught leadership and academic success courses in both affluent and socioeconomically disadvantaged inner-city high schools. As an Education Consultant, he assisted thousands of teachers with integrating technology and differentiating instruction to the needs of their learners. As Director of Education at the Institute of Medical Simulation and Advanced Learning (iMSAL) in New York City, and Assistant Dean for Simulation and Technology at the University of Texas-Arlington, he developed and facilitated simulation-based instruction for thousands of physicians and nurses. As a Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS™) Master Trainer, he has improved the teamwork skills and clinical practice of interprofessional teams at numerous healthcare facilities. In addition, Health and Hospitals Corporation, the largest public hospital system in the U.S. with oversight of the 11 public hospitals in New York City, saw a significant reduction in clinical errors following his team-based and skill-based courses. The team-based courses that he developed for clinical teams were recognized by the Joint Commission as “best practices.” Using his unique brand of Brain-Based Learning (BBL), Dr. Clapper trained hundreds of clinical educators with moving off the teacher-centered platform to become better simulation debriefers and facilitators of learning. Dr. Clapper has authored more than 25 academic publications in advanced learning theory, retention and transfer of learning, clinical simulation, and improvement in clinical practice and teamwork.
Dr. Clapper has also created a streamable “Clinical Simulation Specialist Course“ on udemy, which is an online course content distribution forum. Read the description below and click on the course title to engage in this course!
The Simulation Specialist role (or Simulation Technician as it is sometimes called) is relatively new, and yet internationally, with the increasing popularity of clinical simulation-based instruction, this critical position is already in demand. According to one site (simply hired®, 2012), simulation specialist jobs have increased 312% from July 2011-August 2012. The Clinical Simulation Specialist Course by TC Curriculum & Instructional Design, LLC provides the theory and concepts necessary to understand all aspects of simulation-based learning and critical ways to support it effectively. This online component focuses on applicable learning theory, clinical and simulation terminology, scenario operations, set-up, troubleshooting, and maintenance of common types of clinical simulation equipment. To maximize the value of this instruction, learners should seek a practicum at a simulation center that includes a total of 80 hours of experiential learning to assist the learner with gaining additional skills and be able to transfer simulation from theory to practice. For those beginning a position in simulation-based instruction, this course provides the head-start needed for a quicker, smoother transition and allows one to be able to “speak the language” and name their practice. Those already involved in simulation-based instruction will find the learning theory and best practices useful for improving the way they support their learners.