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Table 2 Functions of in-situ simulation in healthcare

From: GENESISS 1—Generating Standards for In-Situ Simulation project: a scoping review and conceptual model

ISS approach Scoping studies

Objective

Object of enquiry

Not suitable for

Outcomes

Understand [36, 45, 47, 50, 55, 58, 61, 62, 65]

Explore why events occur in complex settings; enable learning from critical or significant untoward incidents

Healthcare systems, processes, environments, pathways and procedures

Individual assessment of performance; incidents considered to have obvious single causes

Identifying and addressing system weaknesses (“latent factors”) to improve quality and safety

Design [6, 52, 63, 64, 66, 68]

Design and testing of new work systems and processes including clinical spaces, equipment, information technologies, procedures and pathways

Clinical environments; pathways; complex procedures; equipment performance in dynamic settings; organisational readiness

Behavioural change: the focus is on improving the work system, environment or equipment to meet staff or patient needs

Proactive identification of anticipated unintended consequences; improve efficiency by addressing issues including flow, usability, accessibility and familiarity of space / equipment / procedures

Prepare [4, 5, 8, 38,39,40,41, 43, 46, 48,49,50,51, 53, 56, 57, 60, 62]

Practice and develop capability of individuals and team performance

Individual and team performance; non-technical skills and team behaviours; adaptability in performance and resilience during high consequence events

Scenarios which do not involve clinical teams or dynamic settings

Understand the roles and responsibilities of team members and the impact of the clinical environment; identify latent threats and vulnerabilities; improve systems, processes and identify learning needs

Assess [4, 38, 42,43,44, 51, 53, 56, 59]

Assess competency in complex clinical settings

Formative or summative assessment of individual and team performance

Organisations which do not foster a ‘just culture and safe learning environment’

Reduce the theory and practice gap; ensure preparation of staff for real world experiences and identify further learning needs; offer assurances to patients, public, employers and regulators