- Section 1 ICU organization and management
- Part 1.1 The intensive care unit
- Part 1.2 Communication
- Part 1.3 Training
- Chapter 13 Clinical skills in critical care
- Chapter 14 Simulation training for critical care
- Chapter 15 Leadership skills in the ICU
- Part 1.4 Safety and quality
- Part 1.5 Governance
- Part 1.6 Research
- Part 1.7 Medico-legal and ethical issues
- Part 1.8 Critical illness risk prediction
- Section 2 Pharmacotherapeutics
- Section 3 Resuscitation
- Section 4 The respiratory system
- Section 5 The cardiovascular system
- Section 6 The gastrointestinal system
- Section 7 Nutrition
- Section 8 The renal system
- Section 9 The neurological system
- Section 10 The metabolic and endocrine systems
- Section 11 The haematological system
- Section 12 The skin and connective tissue
- Section 13 Infection
- Section 14 Inflammation
- Section 15 Poisoning
- Section 16 Trauma
- Section 17 Physical disorders
- Section 18 Pain and sedation
- Section 19 General surgical and obstetric intensive care
- Section 20 Specialized intensive care
- Section 21 Recovery from critical illness
- Section 22 End-of-life care
(p. 60) Simulation training for critical care
- Chapter:
- (p. 60) Simulation training for critical care
- Author(s):
Ben Shippey
and Graham Nimmo
- DOI:
- 10.1093/med/9780199600830.003.0014
Simulation in various guises can be an extremely useful educational methodology. Its use should be planned carefully to maximize educational efficiency and minimize disruption to patient care. It requires the facilitator to enable the participants to behave as they would in the real clinical environment. Fidelity is one aspect of the simulated clinical environment that helps participants engage with the clinical material. The participants should be debriefed after the simulated experience. Video-assisted debriefing facilitates reflection on elements of behaviour that affect patient safety. Many styles of debriefing exist, but there are common elements. Debriefing should be carefully facilitated by faculty with the necessary skills. Simulation is increasingly being used as an assessment tool, but the validity of summative assessments using simulation is unclear.
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- Section 1 ICU organization and management
- Part 1.1 The intensive care unit
- Part 1.2 Communication
- Part 1.3 Training
- Chapter 13 Clinical skills in critical care
- Chapter 14 Simulation training for critical care
- Chapter 15 Leadership skills in the ICU
- Part 1.4 Safety and quality
- Part 1.5 Governance
- Part 1.6 Research
- Part 1.7 Medico-legal and ethical issues
- Part 1.8 Critical illness risk prediction
- Section 2 Pharmacotherapeutics
- Section 3 Resuscitation
- Section 4 The respiratory system
- Section 5 The cardiovascular system
- Section 6 The gastrointestinal system
- Section 7 Nutrition
- Section 8 The renal system
- Section 9 The neurological system
- Section 10 The metabolic and endocrine systems
- Section 11 The haematological system
- Section 12 The skin and connective tissue
- Section 13 Infection
- Section 14 Inflammation
- Section 15 Poisoning
- Section 16 Trauma
- Section 17 Physical disorders
- Section 18 Pain and sedation
- Section 19 General surgical and obstetric intensive care
- Section 20 Specialized intensive care
- Section 21 Recovery from critical illness
- Section 22 End-of-life care