Required Elements to fulfill this principle:

• Simulation designers should have formal or informal training in simulation pedagogy and practices.
• Suggested methods for developing competency include (but are not limited to):
  • 加入专业模拟组织。
  • 结合最佳实践的医疗保健模拟标准（HSSOBP^TM）。
  • Literature survey and review.
  • 指导和网络。
  • 正式的课程或认证。
  • 模拟会议出勤或讲习班。
  • Continuing education offerings focusing on pedagogy or andragogy.
• Be knowledgeable of ethical standards of simulation-based experiences and adhere to the Healthcare Simulationist Code of Ethics (Follow the HSSOBP^TMProfessional Integrity).
• Content experts should have a general knowledge of simulation and scenario design principles, debriefing methods, and evaluation approaches.
• 遵循HSSOBP™专业发展。

Required Elements to fulfill this principle:

• 通过关注忠诚度的身体，概念和心理方面来设计模拟，这可以有助于实现目标。具体而言，这与特定的“现实”无关，而应该专注于代表通常存在的刺激和提示来推动决策和行动。必须从学习者的角度考虑忠诚的这些方面。
  • Physical (or environmental) fidelity relates to how realistically the physical context of the simulation-based activity compares to the actual environment in which the situation would occur in real life. Physical fidelity includes such factors as the patient(s), simulator/manikin, standardized patient, environment, equipment, embedded actors, and related props.
  • t的概念性富达确保所有元素he scenario or case realistically relate to each other so that the patient makes sense as a whole to the learner(s) (e.g., vital signs are consistent with the diagnosis). To maximize conceptual fidelity, cases or scenarios should be reviewed by the content expert(s), and pilot tested before use with learners.
  • Psychological fidelity maximizes the simulation environment by mimicking the contextual elements found in clinical environments. Some examples include an active voice for the patient(s) to allow realistic conversation, noise and lighting typically associated with the simulated setting, distractions, family members, other health care team members, time pressure, and competing priorities. Psychological fidelity works synergistically with physical and conceptual fidelity to promote learner engagement.
  • Develop the simulation using the appropriate types of fidelity that create the required perception of realism that will allow learners to engage in a relevant manner.
  • Fidelity should also be broken down to focus on patient, facility, and scenario. This framework would be used in conjunction with the concepts of physical, conceptual, and psychological fidelity to create the highest possible fidelity in each element of the simulation.
• 在适当的情况下，使用毛劳来复制患者状况的特征或特征，并在可能的情况下选择在情况下尊重患者的种族和文化的手绘，以促进学习者的感官感知并支持场景的忠诚度。
• It is important to reiterate the distinction between fidelity and modality or technology. These terms are independent of one another and need to remain so. High technology does not necessarily equate to high fidelity, and any single modality (manikin, task trainer, etc.) may or may not be high-fidelity without caveat. Not every simulation requires the highest fidelity of realism. Determinations about the degree of fidelity and the implementation of this fidelity need to be determined through the examination of several factors. These factors may include, but are not limited to:
  • Learner level
  • Learning objectives
  • Available time and resources
  • Available equipment
  • Desired learning outcomes
  • 临床意义

Required Elements to fulfill this principle:

• 应根据基于模拟的经验的目的和学习目标进行预审。
• 在计划预科时，请考虑模拟参与者的经验和知识水平。
• Develop preparation materials to assure that participants are prepared for the experience and can meet the scenario or procedural objectives based on the experience’s needs assessment and purpose.
• Convey important information to participants regarding expectations, agendas, and logistics before beginning the simulation-based experience.
• Conduct a structured orientation to the simulation-based learning environment including the modality.
• Establish a psychologically safe learning environment during the prebriefing.
• 遵循HSSOBP™预言：准备和简报