For many reasons, simulation in healthcare education is here to stay. Simulation experiences provide a wealth of benefits for learners of educational organizations. The Society for Simulation in Healthcare (SSH) has developed the preliminary and advanced certifications to recognize healthcare educators who are experts in this important and growing field of using simulation to teach all aspects of healthcare delivery to improve patient safety. The test plan for the examination was developed in 2011. There are five broad areas covered by the exam, which include professional values and capabilities; knowledge of simulation principles, practice, and methodologies; educating and assessing learners; managing simulation resources; and engaging in scholarly activities as they pertain to simulation education. The five major test areas listed earlier are broken down into criteria that are less general and therefore easier to dissect and understand. This chapter discusses each of those areas.

This chapter covers leadership in educational simulation. Simulation in healthcare requires experienced, confident, and well-trained educators. However, without any formal simulation education training available, experienced educators are responsible for passing along the bulk of this knowledge to novice educators through mentorship. Demonstration of leadership in the field includes development of future simulation educators. In addition to building the unique body of simulation knowledge, educators are responsible for understanding and disseminating best practices. Leadership in the field of simulation education includes innovation and collaboration. Activities that demonstrate leadership include publication, presentation, and continued training. Sharing experiences in simulation and novel ideas builds the specialty and improves the delivery of simulation education on a large scale. The use of simulation as a teaching strategy can be intimidating for experienced educators because many did not use high-fidelity simulation in their own educational process.

Obtaining specialty certification is a well-recognized way to demonstrate expertise, both in clinical and academic settings. Healthcare educators have used simulation for many years for academic and clinical learning enhancement. Simulation can range from simple part task trainers (PTTs) to high-fidelity simulated patient care experiences. The goal of the complex patient-simulated experiences is to provide learners the opportunity to deliver care in high-risk, low-volume scenarios. These are situations that are seen infrequently in the clinical setting, but require swift and accurate intervention. The decision to prepare and take a certification examination is a personal and professional goal that will enhance your knowledge and ability. Both certifications promote the facilitation of the learning of future healthcare providers, and becoming certified will ultimately benefit patients receiving care. Congratulations on choosing to study and become a Certified Healthcare Simulation Educator™ to promote quality education that will benefit your students and all their patients.

This chapter provides us with test-taking strategies, which are always beneficial for “the student in all of us. There is a significant need to prepare students to be competent to work within the current multifaceted, complex healthcare system. The advantageous element of simulation is that it allows learning to take place in a safe and controlled environment where there is no threat for patient harm. Clinical opportunities for students are random based on placement and increased practice restrictions by collaborating healthcare organizations. Practicing in a simulation can better prepare the student for these types of situations and ultimately improve patient outcomes. The beneficial component of simulation is that it is carried out in a structured, controlled, and safe environment where mistakes can occur with no punitive damage to patients. The hands-on approach refines learning by helping to process knowledge for long-term retention.

Since 1999, patient safety has become a national priority. That year, the Institute of Medicine of the National Academy of Sciences issued two landmark reports that set a challenge to all levels of healthcare professionals to improve the safety and quality of care for all patients and families. Medically fragile NICU patients are at a great risk for medical errors that lead to adverse events due to the fast-paced and complex environment. Due to the emphasis on creating a culture of safety and transparency, neonatal units across the country are making progress to provide consist, safe, and evidence-based care. The goal remains to identify, report, and learn from near misses, precursor events, and serious safety issues. This will permit healthcare systems to evolve into high-reliability organizations (HROs) with patient safety being at the forefront.

This chapter provides an overview and history of evidence-based practice (EBP) in healthcare. It describes the relationship between EBP and research. The chapter provides resources for developing EBP projects and describes quality improvement with strategies for improving the quality of care for newborns. EBP is the integration of the best available research for practice into patient care with consideration of the patients’ values and clinicians’ experience. The process begins with the identification of important clinical questions. Then patient population, intervention, and outcome questions are formulated and relevant evidence is evaluated for use. Models exist to help formulate and implement EBP projects within organizations. Quality improvement is the process by which clinicians identify possible measures to improve the quality of care for patients. Many quality improvement initiatives have a focus on patient safety. Plan-do-study-act cycles can be used to implement and monitor the effectiveness of quality initiatives.