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Simulation in critical care 

Simulation in critical care
Simulation in critical care

Joshua S Botdorf

, Julie A Schmidt

, William F Dunn

, and Kianoush Kashani

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date: 05 May 2021

A critical-care simulation curriculum can be added to existing curriculum or created de novo. Design should start with consideration of institutional and departmental needs. Aims may include education, research, patient safety, and quality improvement. Programme development should take into consideration: sites of training, available materials, human resources, and the consumer or end-user. Simulation in the critical-care environment ideally will not only involve physicians but nursing and all allied healthcare providers. Simulation exercises fall within one of three classic domains: communication/attitudinal skills, finite technical skills, and cognitive skills. Communication skills should address patient transitions of care, interdisciplinary team communications, and difficult topics. Procedural training should incorporate ‘mastery learning’ concepts in requiring demonstrated proficiency of learners. Cognitive skill training centres on the correct interpretation of complex emergencies and application of timely, appropriate interventions.

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