The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
The Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP).
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DOI：
10.1186/s41077-017-0043-4
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Gliva-McConvey G
中科院分区：
文献类型：
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作者：
Lewis KL;Bohnert CA;Gammon WL;Hölzer H;Lyman L;Smith C;Thompson TM;Wallace A;Gliva-McConvey G
在本文中，我们定义了标准化患者教育者协会(ASPE)的最佳实践标准(SOBP)，用于那些在广泛的体验式学习和评估环境中与学习者互动的人类角色扮演者。这些人类角色扮演者有不同的描述，如标准化/模拟患者或模拟参与者(SP或SP)。ASPE是一个全球性的组织，其使命是分享基于SP的教学、评估、研究和学术方面的进展，并支持其成员的专业发展。SOBP旨在与国际护理协会临床模拟和学习(INACSL)最佳实践标准：SimulationSM结合使用，该标准涉及更广泛的模拟实践。我们首先提供了ASPE SOBP创建的理由，指出随着模拟在医疗培训中的使用越来越多，ASPE有责任建立SOBP，以确保基于SP的教育努力的增长、完整性和安全应用。然后，我们描述了这一领域的国际专家协商一致地制定这些标准的三年半过程。定义了整个文档中使用的关键术语。SOBP有五个基本价值观：安全、质量、专业精神、责任感和协作。最后，我们描述了最佳实践的五个领域：安全工作环境；案例开发；SP角色描述、反馈和完成评估工具的培训；计划管理；以及专业发展。每个领域都分为原则和伴随的关键实践，为实现预期结果和创建对所有利益相关者安全的模拟提供了明确和实用的指导方针。如果不遵循ASPE SOBP，可能会危及参与者的安全和模拟会议的有效性。已注意使这些准则既准确又足够灵活，以应对战略规划做法不同情况的多样性。作为一份活生生的文件，随着SP方法的发展和适应不断发展的模拟实践，这些SOBP将在ASPE实践标准委员会的指导下定期审查和修改。本文的在线版本(doi：10.1186/s41077-0170043-4)包含补充材料，授权用户可以使用。
In this paper, we define the Association of Standardized Patient Educators (ASPE) Standards of Best Practice (SOBP) for those working with human role players who interact with learners in a wide range of experiential learning and assessment contexts. These human role players are variously described by such terms as standardized/simulated patients or simulated participants (SP or SPs). ASPE is a global organization whose mission is to share advances in SP-based pedagogy, assessment, research, and scholarship as well as support the professional development of its members. The SOBP are intended to be used in conjunction with the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: SimulationSM, which address broader simulation practices. We begin by providing a rationale for the creation of the ASPE SOBP, noting that with the increasing use of simulation in healthcare training, it is incumbent on ASPE to establish SOBP that ensure the growth, integrity, and safe application of SP-based educational endeavors. We then describe the three and a half year process through which these standards were developed by a consensus of international experts in the field. Key terms used throughout the document are defined. Five underlying values inform the SOBP: safety, quality, professionalism, accountability, and collaboration. Finally, we describe five domains of best practice: safe work environment; case development; SP training for role portrayal, feedback, and completion of assessment instruments; program management; and professional development. Each domain is divided into principles with accompanying key practices that provide clear and practical guidelines for achieving desired outcomes and creating simulations that are safe for all stakeholders. Failure to follow the ASPE SOBP could compromise the safety of participants and the effectiveness of a simulation session. Care has been taken to make these guidelines precise yet flexible enough to address the diversity of varying contexts of SP practice. As a living document, these SOBP will be reviewed and modified periodically under the direction of the ASPE Standards of Practice Committee as SP methodology grows and adapts to evolving simulation practices. The online version of this article (doi:10.1186/s41077-017-0043-4) contains supplementary material, which is available to authorized users.