In order to disseminate knowledge from research to practice, knowledge translation (KT) strategies are utilized. In a pilot project conducted by Borenko et al. (2022), the use of simulated learning was implemented as a KT strategy. Simulation can be done in a number of ways to improve familiarity and comfort with new technology, equipment, skills, etc.
There are many strengths to utilizing simulation as a KT strategy. Firstly, since there is no human contact, there are minimal risks associated with simulation. Simulation learning provides a safe environment to learn new skills and get comfortable with the new knowledge before utilizing these skills and equipment on the public. This results in clinicians who feel more comfortable doing their jobs and reduced harm to patients as clinicians are able to become comfortable with new techniques and equipment before implementing them into patient care (West et al., 2017).
Another strength to the use of simulation as a KT strategy is that any scenario can be created with simulation. In order to have clinicians be comfortable dealing with many different situations and diagnoses, sometimes simulation is required due to lack of access to certain equipment and/or diagnosis (West et al., 2017). Having completed Respiratory Therapy school in 2017, there were times when we had to simulate a situation in order to be "signed off" as competent to deal with the treatment/equipment handling as it was just not something we saw often and there was no other way for us to become comfortable with that situation other than to provide simulation of it.
When discussing any strategy, where there are strengths, there are also weaknesses. With simulation, the biggest weakness is the lack of ability to fully simulate a situation. Without having the human aspect of many clinical situations, it is not entirely possible to fully translate the knowledge to clinical care. While we can get very comfortable, until the human aspect is implemented as well, there is no way to fully integrate new knowledge into practice.
While there are limitations to simulation, I do believe that clinical simulation is a great knowledge translation strategy as it allows clinicians to become comfortable with new research techniques and technology without the pressure of patient safety and comfort. In order to have the best patient outcomes, it is important that clinicians feel safe doing their jobs and that patients feel safe in the hands of clinicians.
References
Borenko, C., Thomas, L., & Saunderson, A. (2022). BOS3b.003 Utilizing simulated learning to develop non-clinical skills: a unique approach to improving advance care planning processes. BMJ Journals, Oral Abstracts. http://dx.doi.org/10.1136/spcare-2023-ACP.19
Herzing University. (2023). What to Expect From Your First Nursing Simulation [Photograph]. https://www.herzing.edu/blog/what-expect-your-first-nursing-simulation
West, A. J., & Parchoma, G. (2017). The practice of simulation-based assessment in respiratory therapy education. Canadian Journal of Respiratory Therapy, 53(1), 13-16. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6422207/
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