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CHSE™

R e v i e w M a n u a l f o R t h e

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Ruth a. Wittmann-PRice

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Certified Healthcare Simulation Educator™

(CHSE™) Exam

Certified Healthcare Simulation Educator™

(CHSE™) Exam“The authors of this review manual have captured all of the elements of simulation from establishing the objectives of simulated learning experiences, to constructing scenarios, to debriefing students and the simulation team, to as-sessing and evaluating the learning that has accrued. They have also described the range of simulation options and the contexts for their most effective use.”

—Gloria F. Donnelly, PhD, RN, FAAN, FCPP, Dean and Professor College of Nursing and Health Professions, Drexel University

health professionals embarking on a career teaching simulation are embracing a world of innovation in which both teacher and student can develop their healthcare skills more rapidly and promote better patient outcomes. This is

the first practice manual to assist healthcare simulation educators in the United States and internationally in preparing for certification in this rapidly emerging field. The authors, noted experts in simulation and education, have carefully analyzed the CHSE blueprint to ascertain what material is most likely to be covered. They present this information in a user-friendly, pithy outline format.

This review manual provides numerous features that help students to critically analyze test content, including end-of-chapter review questions, test-taking strategies, and a comprehensive practice test with answers and rationales. It features current evidence-based teaching practices and incorporates case studies to connect simulation “situations” to simulation education with healthcare students and includes information about advanced certification and recertification.

Key Features:

• Comprises the first review book for the CHSE exam

• Follows the CHSE test blueprint

• Fosters optimal learning and retention through use of a pithy outline format

• Provides Teaching Tips feature for best simulation practice

• Includes Evidence-Based Simulation Practice boxes that focus on current research

• Incorporates case studies, 230+ test questions, end-of-chapter practice questions, and test-taking strategies

The Certified Healthcare Simulation Educator and CHSE marks are trademarks of the Society for Simulation in Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the Society.

11 W. 42nd Street New York, NY 10036-8002 www.springerpub.com 9 780826 120113

ISBN 978-0-8261-2011-3

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Review Manual for the

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Linda Wilson, PhD, RN, CPAN, CAPA, BC, CNE, CHSE, CHSE-A, ANEF, FAAN, is an assistant dean for Special Projects, Simulation, and Continuing Nursing Education Accreditation, and an associate clinical professor at Drexel University, College of Nursing and Health Professions in Philadelphia, Pennsylvania. Dr. Wilson completed her bachelor of science in nursing (BSN) at Misericordia University in Dallas, Pennsylvania, and completed her master of science in nursing (MSN) in critical care and trauma at Thomas Jefferson University in Philadelphia. She completed her PhD in nursing research at Rutgers, the State University of New Jersey in Newark. Dr. Wilson has also obtained a postgraduate Certifi cate in Epidemiology and Biostatistical Methods from Drexel University and a postgraduate Certifi cate in Pain Management from the University of California, San Francisco. Dr. Wilson has dual certifi cation in simulation: Certifi ed Healthcare Simulation Educator™ (CHSE™) and Certifi ed Healthcare Simulation Educator Advanced (CHSE-A), along with several additional certifi cations. Dr. Wilson served as the president of the American Society of Perianesthesia Nurses (2002–2003) and has been serving as site appraiser for the ANCC (American Nurses Credentialing Center) Commission on Accreditation, American Nurses Association, from 2000 to the present. Dr. Wilson is the project director/primary investigator for SimTeam: The Joint Education of Health Professionals and Assistive Personnel Students in a Simulated Environment, a project funded by the Barra Foundation Inc. Dr. Wilson is also the project director/primary investigator for Faculty Development: Integrating Technology into Nursing Education and Practice, a nearly $1.5 million, 5-year project funded by the Health Resources and Services Administration (HRSA), Department of Health and Human Services (Grant # 1 U1KHP09542-01-00). Dr. Wilson is also the coeditor of Human Simulation for Nursing and Health Professions published by Springer Publishing Company.

Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CHSE, ANEF, is chairperson and professor at Francis Marion University, Department of Nursing, in South Carolina. Dr. Wittmann-Price has been an obstetrical/women’s health nurse for 35 years. She received her associate of applied science (AAS) and BSN degrees from Felician College in Lodi, New Jersey (1978, 1981); and her master ’s in science as a perinatal clinical nurse specialist (CNS) from Columbia University, New York, New York (1983). Dr. Wittmann-Price completed her PhD at Widener University, Chester, Pennsylvania (2006), and was awarded the Dean’s Award for Excellence. She developed a midrange nursing theory, Emancipated Decision-Making in Women’s Health Care. She was the coordinator for the nurse educator track in the DrNP (Doctor of Nursing Practice) program at Drexel University in Philadelphia (2007–2010) and the director of Nursing Research for Hahnemann University Hospital (2007–2010), overseeing all evidence-based practice projects for nursing. The Hahnemann University Hospital was awarded initial Magnet status (American Nurses Credentialing Center) in December 2009. Dr. Wittmann-Price has taught all levels of nursing students over the past 15 years (AAS, BSN, MSN, DNP, PhD) and is a part of three dissertation committees on decisional science. At Francis Marion University, she developed the simulation program, the MSN program, an interprofessional rural health initiative, and is on the steering committee that is developing a physician assistant program. She has published over 20 articles and is coeditor and chapter contributor to 12 books and series editor of Nursing Test Success, a series of unfolding case studies, published by Springer Publishing Company. She has presented regionally, nationally, and internationally.




Review Manual for the

Certifi ed Healthcare Simulation

Educator™ (CHSE™) Exam

Linda Wilson, PhD, RN, CPAN, CAPA, BC, CNE, CHSE, CHSE-A, ANEF, FAAN

Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CHSE, ANEF

Editors

The Certifi ed Healthcare Simulation Educator™ and CHSE™ marks are trademarks of the Society for Simulation in Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the Society. SSH is not liable or responsible for any errors, omissions or timeliness of the information or data available in this manual, any individual’s negligence in connection with the manual, or any other liability resulting from the use or misuse of the manual.




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The Certifi ed Healthcare Simulation Educator™ and CHSE™ marks are trademarks of the Society for Simulation in

Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the

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Library of Congress Cataloging-in-Publication Data

Review manual for the Certifi ed Healthcare Simulation Educator™ (CHSE™) exam / Linda Wilson,

Ruth A. Wittmann-Price, editors.

p. ; cm.

Includes bibliographical references.

ISBN 978-0-8261-2011-3—ISBN 978-0-8261-2012-0 (e-book)

I. Wilson, Linda, 1962– editor. II. Wittmann-Price, Ruth A., editor.

[DNLM: 1. Patient Simulation—Problems and Exercises. 2. Teaching—Problems and Exercises. 3. Certifi cation—

Problems and Exercises. 4. Health Occupations—education—Problems and Exercises. W 18.2]

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2014023141

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Contents

Contributors vii Foreword Gloria F. Donnelly, PhD, RN, FAAN, FCPP xiPreface xiiiAcknowledgments xv

SECTION I: INTRODUCTION

1. Overview of the Certifi cation Examination, Advanced Certifi cation, and Recertifi cation 1Brittny D. Chabalowski

2. The Certifi cation Examination Test Plan 5Ruth A. Wittmann-Price

3. Test-Taking Strategies 15Brenda Reap Thompson

SECTION II: PROFESSIONAL VALUES AND CAPABILITIES

4. Leadership in Simulation 27Brittny D. Chabalowski

5. Special Learning Considerations in Simulation 35Ruth A. Wittmann-Price and Crystal Graham

SECTION III: SIMULATION PRINCIPLES, PRACTICE, AND METHODOLOGIES

6. Educational Theories, Learning Theories, and Special Concepts 55Ruth A. Wittmann-Price and Samuel W. Price

7. Implementing Simulation in the Curriculum 91Nina Multak

8. Ethical, Legal, and Regulatory Implications in Healthcare Simulation 103Bonnie A. Haupt and Colleen H. Meakim

9. Human Patient Simulator Simulation 111Carol Okupniak

10. Moulage in Simulation 123John T. Cornele




vi • CONTENTS

11. Simulation Principles, Practice, and Methodologies for Standardized Patient Simulation 135Linda Wilson and Samuel W. Price

12. Hybrid Simulation 155Anthony Errichetti

13. Part-Task Trainers 169Deborah S. Arnold and Ruth A. Wittmann-Price

14. Interprofessional Simulation 177Sharon Griswold, Kymberlee Montgomery, Kate Morse, and Gregory J. Owsik

15. Debriefi ng 193Ruth A. Wittmann-Price, Leland J. (Rocky) Rockstraw, and Terry Kirk

16. Standardized Patient Debriefi ng and Feedback 209Anthony Errichetti

17. Virtual Reality 223Rosemary Fliszar

SECTION IV: USING SIMULATION TO EDUCATE AND ASSESS LEARNERS

18. Planning Simulation Activities 239Karen K. Gittings

19. Evaluation of Simulation Activities 253Melanie Leigh Cason and Frances Wickham Lee

SECTION V: MANAGING SIMULATION RESOURCES AND ENVIRONMENT

20. Operations and Management of Environment, Personnel, and Nonpersonnel Resources 269Carolyn H. Scheese

21. Accreditation of Simulation Laboratories and Simulation Standards 293Anthony Battaglia, Fabien Pampaloni, Beth A. Telesz, and Deborah Coltrane

SECTION VI: ENGAGE IN SCHOLARLY ACTIVITY

22. Fostering Professional Development in Healthcare Simulation 301Mark C. Crider and Mary Ellen Smith Glasgow

23. The Role of Research in Simulation 313Judy I. Murphy

Practice Test 327Ruth A. Wittmann-Price, Linda Wilson, and Samuel W. Price

Answers and Rationales to End-of-Chapter Practice Questions 347Answers and Rationales to Practice Test 397Index 419




Contributors

Deborah S. Arnold, MSN, RN, CMSRN, CHSE Manager of the Transform Patient and Safety Program, Sentara Healthcare, Chesapeake, Virginia

Anthony Battaglia, MS, BSN, RN Corporate Counsel, Pocket Nurse, Monaca, Pennsylvania

Melanie Leigh Cason, MSN, RN, CNE Simulation Nurse Educator, Collaborative Partner Coordinator, Health Care Simulation South Carolina (HCSSC), Medical University of South Carolina, Charleston, South Carolina

Brittny D. Chabalowski, RN, MSN, CEN, CNE, CHSE Instructor, Program Director, Upper Division/2nd Degree Nursing Sequence, Coordinator, Undergraduate Simulation, University of South Florida, Tampa, Florida

Deborah Coltrane, MBA, MSN, RN Director of Corporate Relations and Education, Pocket Nurse, Monaca, Pennsylvania

John T. Cornele, MSN, RN, CEN, EMT-P, CNE Director, Center for Interdisciplinary Clinical Simulation & Practice, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Mark C. Crider, PhD, MSN Assistant Professor and Chair of Undergraduate Programs, Duquesne University School of Nursing, Pittsburgh, Pennsylvania

Anthony Errichetti, PhD, CHSE Chief of Virtual Medicine, Director, MS in Medical/Health Care Simulation, New York Institute of Technology—College of Osteopathic Medicine, Old Westbury, New York

Rosemary Fliszar, PhD, RN, CNE Director, RN-BSN Program and Assistant Professor II, Rider University, Lawrenceville, New Jersey

Karen K. Gittings, DNP, RN, CNE, Alumnus CCRN Assistant Professor of Nursing, Francis Marion University, Florence, South Carolina

Mary Ellen Smith Glasgow, PhD, RN, CS, FAAN Dean and Professor, Duquesne University School of Nursing, Pittsburgh, Pennsylvania

Crystal Graham, MSN-Ed, RN, CHSE Instructor and Simulation Coordinator, Francis Marion University, Florence, South Carolina




viii • CONTRIBUTORS

Sharon Griswold, MD, MPH Associate Professor of Emergency Medicine, Director, Simulation Division, Department of Emergency Medicine, Director, Master’s Degree in Medical/Healthcare Simulation, Drexel University College of Medicine, Philadelphia, Pennsylvania

Bonnie A. Haupt, DNP(c), MSN, RN, CNL, CHSE Clinical Nurse Leader, VA Connecticut Healthcare System; Acute Care Clinical Nurse Leader, Providence Veterans Administration Medical Center, Providence, Rhode Island

Terry Kirk, EdD, RN, NEA-BC Associate Clinical Professor, School of Nursing, University of Houston–Victoria, Houston, Texas

Frances Wickham Lee, DBA, CHSE Professor, College of Health Professions, Director of Instructional Operations, HCSSC, Medical University of South Carolina, Charleston, South Carolina

Colleen H. Meakim, MSN, RN, CHSE Director of Simulation and Learning Resources, Villanova University College of Nursing, Villanova, Pennsylvania

Kymberlee Montgomery, DrNP, WHNP-BC, CNE Nurse Faculty Leadership Fellow, Department Chair, Nurse Practitioner Program, Assistant Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Kate Morse, PhD, CRNP-BC, CNE, CCRN Jonas Scholar Alumni, Director, Graduate Interprofessional Simulation, Assistant Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Nina Multak, MPAS, PA-C Associate Clinical Professor, Physician Assistant Department, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Judy I. Murphy, PhD, RN, CNE, CHSE VA Nursing Academic Partner Faculty and Simulation Coordinator, Providence Veterans Administration Medical Center and Rhode Island College, Providence, Rhode Island

Carol Okupniak, DNP, RN-BC Nursing Informatics Assistant Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Gregory J. Owsik, MD Department of Emergency Medicine, Drexel University College of Medicine, Philadelphia, Pennsylvania

Fabien Pampaloni, BSN, RN International Business Affairs Specialist, Pocket Nurse, Monaca, Pennsylvania

Samuel W. Price, MFA Research, Technology, and Events Assistant, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania




CONTRIBUTORS • ix

Leland J. (Rocky) Rockstraw, PhD, RN Assistant Dean, Simulation, Clinical and Technology Academic Operations, Associate Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Carolyn H. Scheese, MS, RN, CHSE Assistant Professor, Director, RN to BS in Nursing Program, College of Nursing, University of Utah,Salt Lake City, Utah

Beth A. Telesz, MSN, RN SimEMR, Customer Service and Education Manager, Pocket Nurse, Monaca, Pennsylvania

Brenda Reap Thompson, MSN, RN, CNE Assistant Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Linda Wilson, PhD, RN, CPAN, CAPA, BC, CNE, CHSE, CHSE-A, ANEF, FAAN Assistant Dean for Special Projects, Simulation and Continuing Nursing Education Accreditation; Associate Clinical Professor, Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania

Ruth A. Wittmann-Price, PhD, RN, CNS, CNE, CHSE, ANEF Professor and Chairperson, Department of Nursing, Francis Marion University, Florence, South Carolina







Foreword

I’ve been a teacher for a very long time and have used many teaching tools and techniques to impart knowledge to students. I have mastered the art of the lecture and can hold most classes captive, although every now and then I need to work extra hard to maintain the students’ attention. The seminar, whether in person or online, is one of my favorite teaching methods—10 to 12 students, cogent questions prepared in advance, in-depth discussion of multifaceted issues, wrap-up, and a cataloguing of student “takeaways.” And then there is simulation—the most powerful pedagogy of all. Whether learning and practicing psychomotor skills on high-fi delity mannequins or engaging with patient actors in complex healthcare scenarios—simulation takes teaching and learning to the next level, the iterative level, where both student and teacher learn; the former about the complex world of practice in a safe learning environment and the latter about how students perceive, think, and respond to the complexity of practice situations.

I know that had I experienced simulation in my own education, I would have been a more effective nurse in a shorter period of time. My teachers would have designed the most common, yet compelling, scenarios in which I could practice and refl ect on my knowledge and skill application and my thought and decision-making processes. Simulation is about the deconstruction of complexity in health-care and nursing education. It is a pedagogy through which both teachers and students can explore the rationale for clinical action, gain insights, and make cor-rections and updates to the knowledge and skill base. Simulation is a pedagogy that enriches both teacher and student; it fi res the imagination and heightens awareness of the complexity of attentional, interpersonal, and cognitive processes in clinical care.

The authors of this review manual have captured all of the elements of simulation, from establishing the objectives of simulated learning experiences, to constructing scenarios, to debriefi ng students and the simulation team, to assess-ing and evaluating the learning that has accrued. They have also described the range of simulation options and the contexts for their most effective use. Learning everything that you can about simulation and applying that knowledge in your role as a teacher ensures that you are contributing ultimately to promoting positive patient outcomes in the future.

Gloria F. Donnelly, PhD, RN, FAAN, FCPPDean and Professor

Drexel UniversityCollege of Nursing and Health Professions







Preface

This book was created as an interprofessional, international project to assist healthcare simulation educators become certifi ed for the very important work that is being accomplished during every simulation experience around the world. Simulation is one of the mechanisms needed to improve patient safety because it teaches healthcare providers interprofessional collaboration, communication, and cooperation like never before in the history of healthcare. Becoming certifi ed in simulation is a wonderful step to promoting excellence in healthcare education, and we applaud your efforts.

This book will be an invaluable resource in the certifi cation process. The con-tributing authors have analyzed the certifi cation test plan (Society for Simulation in Healthcare [SSH], 2014) in order to bring you all the important information that may be presented on the examination and placed it in a user-friendly format. The information is divided into short chapters. The authors are simulation and educa-tion experts who have added features that will assist in critically analyzing the content.

Teaching Tips are provided for those educators who would like further expla-nation and exploration of topics, many of which provide practical hints to incor-porate into simulation experiences. Evidence-Based Simulation Practice (EBSP) boxes assist you in focusing on the current simulation research. Case Studies and Practice Questions at the end of each chapter promote critical thinking and situational deci-sion making.

Section I includes Chapter 1, which covers the specifi cs of the examination, the activities needed to reach advanced certifi cation, and recertifi cation. Chapter 2 concentrates on the current certifi cation test plan. Chapter 3 provides you with test-taking strategies, which are always benefi cial for “the student in all of us.”

Section II discusses professional values and capabilities in relation to teaching with simulation. Chapter 4 covers leadership in educational simula-tion. Chapter 5 includes special considerations about simulation experiences with learners and describes learning styles.

Section III reviews foundational knowledge about simulation and includes a chapter on the theoretical background of learning using simulation (Chapter 6). Integrating simulation education into a professional healthcare curriculum is dis-cussed in Chapter 7, and the legal and ethical issues that are sometimes encoun-tered with simulation experiences are fully explored in Chapter 8.

Other foundational issues include principles, practice, and methodologies related to the human patient simulator (Chapter 9), along with the art of moulage (Chapter 10). Standardized patient simulation is the topic of Chapter 11, and Chapter 12 talks about using hybrid simulation. A separate chapter reviews




xiv • PREFACE

using task trainers as a valuable learning experience (Chapter 13). Chapter 14 addresses interprofessional simulation experiences, and two chapters (Chapter 15 and Chapter 16) are devoted to the very important postsimulation experiences of debriefi ng and providing learners with feedback. Chapter 17 provides important information about the ever-increasing use of virtual reality as a teaching/learning tool.

Section IV focuses on the practicalities of simulation laboratories ( Chapter 18). Chapter 19 discusses planning, implementing, and evaluating the learners using simulation activities.

Section V reviews simulation laboratory resource management and the envi-ronment considerations (Chapter 20). Chapter 21 reviews accreditation and stand-ards of simulation laboratories.

Section VI addresses academic considerations of simulation educators, including professional development and career advancement (Chapter 22) and the role and current status of simulation research (Chapter 23). A simulated practice test begins the back matter of the book, which also contains answers and rationales to end-of-chapter tests and the practice test. Good luck!

Our hope in developing this review manual is that it will be another valu-able tool to assist you in reaching your career goal of recognized excellence. We applaud your efforts as colleagues in the quest to educate the next generation of healthcare workers. We thank you for your efforts to recognize excellence in the simulation fi eld and the very important role simulation plays in patient safety.

Linda Wilson Ruth A. Wittmann-Price

The Certifi ed Healthcare Simulation Educator™ and CHSE™ marks are trademarks of the Society for Simulation in Healthcare. This manual is an independent publication and is not endorsed, sponsored, or otherwise approved by the Society. SSH is not liable or responsible for any errors, omissions or timeliness of the information or data available in this manual, any individual’s negligence in connection with the manual, or any other liability resulting from the use or misuse of the manual.




Acknowledgments

To H. Lynn Kane, Helen “Momma” Kane, and Linda Webb, thank you for your amazing friendship and for being my family. To Lou Smith, Evan Babcock, and Steve Johnson, thank you for your friendship and support. To Sam Price, thank you for your endless help and support.

—Linda Wilson

Thank you to all my colleagues and friends who so graciously contributed to this awesome project and, of course, thank you to Margaret Zuccarini, whose publishing assistance and support is invaluable.

—Ruth A. Wittmann-Price







Overview of the Certifi cation Examination,

BRITTNY D. CHABALOWSKI

Do not go where the path may lead, go instead where there is no path and leave a trail.

—Ralph Waldo Emerson

LEARNING OUTCOMES

• Describe the benefi ts of certifi cation• Review the requirements for initial certifi cation• Review the recertifi cation process

• Describe the requirements for advanced certifi cation

•

•

• 1

•

•

•

Obtaining specialty certifi cation is a well-recognized way to demonstrate exper-tise, both in the clinical and academic setting. In both of these settings, health-care educators have used simulation for many years. Simulation can range from simple task trainers to high-fi delity simulated patient care experiences. The goal of the complex patient-simulated experiences is to provide learners the oppor-tunity 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.

Unlike direct clinical instruction, simulation education requires a specialized skillset. Skilled healthcare simulation educators must be able to develop scenar-ios that are appropriate for the learners, administer the scenarios in a supportive atmosphere, and debrief the learners to complete an effective learning experience. It becomes clear that there is an “unmet need for a uniform mechanism to edu-cate, evaluate, and certify simulation instructors for the health care profession” (McGaghie, Issenberg, Petrusa, & Scalese, 2010, p. 59).

Recognizing this need, the Society for Simulation in Healthcare (SSH) devel-oped the basic certifi cation examination and the advanced certifi cation standards (SSH, 2014). The benefi ts of these certifi cations go beyond the individual or the

Advanced Certifi cation, and Recertifi cation




2 • I INTRODUCTION

individual’s organization. One of the goals is to identify, recognize, and pool the knowledge of best practices. This will serve to standardize the unique body of knowledge that belongs to healthcare simulation educators.

INITIAL CERTIFICATION

• Eligibility• Bachelor’s degree or equivalent (any candidate who does not have a bach-

elor’s degree may petition the committee for consideration of equivalency based on experience)

• Minimum of 2 years’ experience in healthcare simulation setting• Demonstrate their simulation experience is focused on learners in healthcare

at any level• Continued use of simulation in healthcare education, research, or administra-

tion in the past 2 years (SSH, 2014)

• Application• Can be completed online at https://ssih.org/certifi cation• Includes information about simulation experience, education, and employment• Narrative descriptions required include

– Relevant simulation-based educational activity that demonstrates evidence of your capabilities as a simulation-based educator

– Relevant activities that demonstrate your advocacy for simulation-based education (this would include your activities at your place of employment, on the local level, as well as in professional societies)

– Scholarly activities relevant to simulation-based education (such as partici-pation in research, abstract preparation, publications, posters, workshops, curriculum development, and course construction)

• Contact information for at least three references to complete the Confi dential Structured Report of Performance (CSRP) online

• Application processing takes approximately 3 weeks (SSH, 2014)

• Fees as of 2014• $395 for members of the SSH, the Association of Standardized Patient

Educators (ASPE), and the International Nursing Association for Clinical Simulation & Learning (INACSL)

• $495 for all others (SSH, 2014)

• Taking the test• Computer-based testing sites can be located on the ISO-Quality Testing, Inc.,

site: www.isoqualitytesting.com• Scheduled on a space-available basis• Must be taken within 90 days of application approval• Candidates are notifi ed of results at the time of exam completion (SSH, 2014)

http://www.isoqualitytesting.com

http://ssih.org/certification




1 CERTIFICATION EXAMINATION, ADVANCED CERTIFICATION, AND RECERTIFICATION • 3

• Certifi cation• Valid for 3 years from the successful completion of the exam• The initials of certifi cation may be used as a credential after the candidate’s

name (SSH, 2014)

RECERTIFICATION/RENEWAL OF CERTIFICATION

• Retake the examination at or near the expiration date or

• Demonstrate ongoing professional development• Over the 3-year period, not just activity in a narrow time frame• In education or simulation-focused activities• Including, but not limited to:

– Participation in continuing education (CE) activity such as attending con-ferences, webinars, or other education events

– Publication of research, such as journal articles, chapters, books, or similar items

– Presenting at educational events, such as conferences• If the certifi cation expires, candidates must reapply to take the exam and must

meet the eligibility requirements in place at that time (SSH, 2014)

ADVANCED CERTIFICATION

• Eligibility• A basic certifi cation• Participation in healthcare simulation in an educational role• Focused simulation expertise with learners in undergraduate, graduate, allied

health, or healthcare courses• Master’s degree or equivalent experience (any candidate who does not have a

master’s degree may petition the committee for consideration of equivalency based on experience)

• Five years of continued use of simulation in healthcare education, research, or administration

• Application• Submission of an extensive portfolio, including a media submission and

refl ective statements• Portfolio is peer-reviewed and evaluated against the standards (SSH, 2014)

SUMMARY

The decision to prepare and take a certifi cation examination is a personal and professional goal that will enhance your knowledge and ability. Both certifi ca-tions promote the facilitation of the learning of future healthcare providers, and




4 • I INTRODUCTION

becoming certifi ed will ultimately benefi t patients receiving care. Congratulations on choosing to study and become a Certifi ed Healthcare Simulation Educator™ to promote quality education that will benefi t your students and all their patients.

REFERENCES

McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003–2009. Medical Education, 44, 50–63.

Society for Simulation in Healthcare (SSH). (2014). Certifi ed healthcare simulation educator handbook. Retrieved from http://ssih.org/certifi cation/CHSE/handbook

http://ssih.org/certification/CHSE/handbook


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