Terminology dictionary
This is a glossary with explanations of a selection of Norwegian words and terms used in health simulation. If you click on the English term, you will get a link to the primary source for the English definition.
| Concepts | Concept explanation with examples | English definition |
|---|---|---|
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Briefing
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Information/ Examples:
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| Debrief | A structured reflective dialogue that follows immediately after simulation-based learning activities. The debriefing is led by a trained facilitator. Participants are encouraged to reflect and discuss their own and each other's experiences and efforts with a focus on coping and improvement. The goal of debriefing is to create an experience that can be used in future situations. | Debrief |
| Facilitator |
A trained* person who facilitates learning by providing guidance, support and structure in all phases of simulation-based learning activities.
* Have participated in a facilitator course (see separate recommendation)
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Facilitator |
| Facilities |
To make something possible or easier. To facilitate means to facilitate that participants in simulation-based activities can achieve defined learning goals.
Facilitation is led by a facilitator |
|
| Common mental models |
Shared mental models enable team members to anticipate what might happen. Common mental models mean that the team has a common knowledge of the subject area (declarative knowledge), a common understanding of how the work is built up in sequences (procedural knowledge) and a common basic knowledge of problem solving (strategy knowledge). Common mental models contribute to the automation of work, enable the team to adopt the right strategies, and work as an "expert team." |
Salas, E., Stout, R. J., & Cannon-Bowers, J. A. (1994). The role of shared mental models in developing shared situational awareness. Situational Awareness in Complex Systems, 297-304. |
| Common situational awareness |
Situational awareness is the individual's understanding of "what's going on here?" - a continuous mental update that is defined through 3 phases:
Sharing information and common mental models are necessary prerequisites for shared situational awareness in a team. Shared situational awareness enables a team to coordinate tasks in a "seamless" way and create a good flow in teamwork. |
Endsley, M. R. (1995). Toward a theory of situation awareness in dynamic systems. Human factors, 37(1), 32-64 Salas, E., Stout, R. J., & Cannon-Bowers, J. A. (1994). The role of shared mental models in developing shared situational awareness. |
| Skills training |
A targeted and structured participatory learning activity that may involve the use of technical and/or mechanical installations or phantoms/models that reproduce parts of human anatomy, and that can be used to practice practical skills and/or procedures. Examples:
|
Technical Skills |
| Fidelity |
Fidelity is the term that health simulation managers use when they talk about realism in simulation-based learning (INACSL, 2018). Fidelity often deals with:
Psychological fidelity is linked to physical and conceptual fidelity to increase participants' empathy. |
Fidelity |
| Fiction contract |
An agreement between the facilitator and the participants where everyone must contribute to make the simulation valuable. The facilitator plans a simulation-based learning activity that is realistic and relevant to the participants. Participants are encouraged to view the simulated exercise as real, and engage and act as they would in a real situation. |
Healthcare Simulation Dictionary, 2nd Edition (ssih.org) |
| Healthcare simulation manager |
Anyone professionally involved in the implementation of simulation-based learning activities Examples:
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Simulationist |
| Instructor |
An instructor gives instructions on how something should be done. When instructing manual skills and procedures, there is often a definitive or specific description. |
Instructor |
| Non-technical skill | Non-technical skills are cognitive and interpersonal skills that underpin technical skills, and are considered particularly important for preventing adverse events. Non-technical skills include, among other things, communication, leadership, and the ability to collaborate in teams, make decisions, create common situational awareness, and professional behavior. (ASSH, Pires et al., 2017). | Non-technical skills |
| In Situ simulation |
Simulation-based learning activities that take place in the clinical areas where the treatment will normally take place. Examples:
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In Situ Simulation |
| Just-in-Time Simulation - Preparatory Simulation |
Term that describes goal-oriented simulation-based learning just before an activity or event. Healthcare professionals use the skills training or simulation in preparation for an imminent activity or event. |
Just-in-Time Simulation |
| Learning objectives |
Descriptions of what participants should learn after an educational activity. Learning objectives give the training direction, focus and are often seen in a larger context. |
Healthcare Simulation Dictionary, 2nd Edition (ssih.org) |
| Learning outcome |
What a person knows, can and is able to do as a result of a learning process. The learning outcomes are described in the categories of knowledge, skills and general competence. The level of learning outcomes depends on the complexity of the knowledge, skills and general competence. |
Referencing the Norwegian Qualifications Framework (NKR) levels to the European Qualifications Framework (EQF) Report to the Norwegian referencing group (regjeringen.no) |
| Operator |
An operator is responsible for controlling the technology in simulation, e.g. by using an advanced simulator. |
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| Patient simulator | Advanced computerized whole-body models with human appearance that can be programmed to provide realistic physiological responses to disease and treatment. Such simulators require personnel who master programming and controlling the simulator (operator). | Simulator |
| Prebrief |
Information provided to participants in advance of simulation-based learning activities, such as course programmes, learning objectives, literature and the like. Examples:
|
Prebrief |
| Psychological safety |
Psychological safety is an experience that everyone can speak their mind, share thoughts and ask for help without worrying about retaliation or being humiliated. |
Healthcare Simulation Dictionary, 2nd Edition (ssih.org) |
| Scenario | A deliberately designed simulation experience (also known as a case) that empowers participants to achieve identified goals. The scenario provides a context/framework for the simulation and can vary in length and complexity, depending on the learning objectives. | Scenario |
| Simulator |
Technical and/or mechanical installations or phantoms/models representing all or part of human anatomy. Examples:
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Simulator |
| Simulation | A goal-oriented and structured participatory learning activity that involves dealing with situations that resemble reality and building experience through reflection in and over action. Simulation allows participants to develop or improve their knowledge, skills, and attitudes, or to analyze and react to realistic situations. | Simulation |
| Simulation-based learning activities (SBLA) |
A series of targeted structured participatory learning activities that involve dealing with real-life situations and building experience through reflection in and over action in a simulated environment. Examples:
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Simulation-Based Learning Experiences |
| Standardized patients/marker |
Persons who are trained to play the role of patient/user or next of kin in a realistic and standardised manner. Examples:
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Standardized Patients
Simulated Patients
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| Technical Proficiency | A skill required to perform a specific task. In the health services, this involves knowledge, skills and the ability to perform a specific medical task; for example, intubating, performing a physical examination or a systematic conversation to assess the patient's health condition | Technical skills |
| Safe learning environment | A learning environment where participants feel physically and psychologically safe to make decisions, act and interact in the simulation. The learning environment is characterized by mutual respect, support and open communication. | Healthcare Simulation Dictionary, 2nd Edition (ssih.org) |