Faculty may use playback for one-on-one student discussion when used for assessment/evaluation of individual students.
Students viewing simulation exercises should remain professional at all times and not make comments regarding the students completing the simulation experience.
Faculty may request to use video playback in circumstances outside of the simulation environment (e.g., facilitator development, college presentations, conferences, etc.). Students are required to sign a Photo & Recording Release as part of the compliance documentation.
The staff and faculty are continually working to improve and streamline VSL processes.
Students may be required to evaluate their simulation experience after a simulation day and/or after selected learning activities. These data are used to identify areas of opportunity to improve our VSL and simulation program.
Faculty feedback is solicited to ensure scenarios are realistic and align with current practice. The Creighton Competency Evaluation Instrument© (Todd, Hawkins, Hercinger, Manz, Tracy, & Iverson, 2014) is used to evaluate student competency and scenario design. In addition, the scenario objectives are evaluated for relevancy to course objectives, simulation goals, and program outcomes. Finally, faculty facilitation of simulation scenarios and debriefings are monitored for quality assurance and quality improvement to identify areas for improvement and faculty development.
Debriefing is arguably the most important component of a simulation experience. It is a process of re-examining the simulation experience for the purpose of moving toward assimilation and accommodation of learning to future situations (AQRH 2020). To encourage participants' reflective thinking and provide feedback about their performance, while various aspects of the completed simulation are discussed (AQRH 2020). The debriefing is learner centered and uses reflection to promote