Table 1 Simulation Terminology Term... | Emerald Publishing

Table 1

Simulation Terminology

Term	Description
Clinical scenario	^*The plan of an expected and potential course of events for a simulated clinical experience.
Confederate	^*An individual(s) who, during the course of the clinical scenario, provides assistance locating and/or troubleshooting equipment. This individual(s) may provide support for participants in the form of “help available,” such us, “nurse in charge,” and/or to provide information about the manikin that is not available in other ways, such as, temperature, color change, and/or to provide additional realism by playing the role of a relative or a staff member (Australian Society for Simulation in Healthcare). ^An individual other than the patient who is scripted in a simulation to provide realism, additional challenges or additional information for the learner such as, paramedic, receptionist, family member, laboratory technician* (Victorian Simulated Patient Network).
Debriefing	^*An activity that follows a simulation experience and that is led by a facilitator.
Facilitator	^*An individual who guides and supports participants toward understanding and achieving objectives.
Fidelity	^*Believability, or the degree to which a simulated experience approaches reality; as fidelity increases, realism increases.
High-fidelity simulations	^**Term often used to refer to the broad range of full-body manikins that have the ability to mimic, at a very high level, human body functions. Also known as a high complexity simulator. Other types of simulators can also be considered high-fidelity, and that fidelity (realism) has other characteristics beyond a particular type of simulator.
Hybrid-simulatio	^**The union of two or more modalities of simulation with the aim of providing a more realistic experience.
Low-fidelity simulations	^**Not needing to be controlled or programmed externally for the learner to participate (Palaganas, Maxworthy, Epps, & Mancini, 2015); examples include case studies, role playing, or task trainers used to support students or professionals in learning a clinical situation or practice (Adapted from National League for Nursing-Simulation Innovation Resource Center, 2013).
Prebriefing	^**An information or orientation session held prior to the start of a simulation activity in which instructions or preparatory information is given to the participants. The purpose of the prebriefing is to set the stage for a scenario, and assist participants in achieving scenario objectives.
Realism	^**The quality or fact of representing a person, thing, or situation accurately in a way true to life; this enables participants to act “as if” the situation or problem was real. Refers to the physical characteristics of the activity, semantical aspects of the activity (theories and conceptual relations – if A happens then B occurs), and/or the phenomenal aspects of the activity (emotions, beliefs and thoughts experienced).
Task-trainers	^*A device designed to train in just the key elements of the procedure or skill being learned, such as lumbar puncture, chest tube insertion, central line insertion or part of a total system, for example, ECG simulator* (Center for Immersive and Simulation-Based Learning, 2014; Levine, DeMaria, Schwartz, & Sim, 2013). ^**A model that represents a part or region of the human body such as an arm, or an abdomen. Such devices may use mechanical or electronic interfaces to teach and give feedback on manual skills such as IV insertion, ultrasound scanning, suturing, et cetera. Generally used to support procedural skills training; however they can be used in conjunction with other learning technologies to create integrated clinical situations (American Society for Surgery of the Hand).
In-situ simulation	This refers to bringing the simulation (and simulator) to the site where the learner is practicing. This could occur in an emergency room trauma bay or surgical suite.

Term	Description
Clinical scenario	^*The plan of an expected and potential course of events for a simulated clinical experience.
Confederate	^An individual(s) who, during the course of the clinical scenario, provides assistance locating and/or troubleshooting equipment. This individual(s) may provide support for participants in the form of “help available,” such us, “nurse in charge,” and/or to provide information about the manikin that is not available in other ways, such as, temperature, color change, and/or to provide additional realism by playing the role of a relative or a staff member (Australian Society for Simulation in Healthcare). ^An individual other than the patient who is scripted in a simulation to provide realism, additional challenges or additional information for the learner such as, paramedic, receptionist, family member, laboratory technician (Victorian Simulated Patient Network).
Debriefing	^*An activity that follows a simulation experience and that is led by a facilitator.
Facilitator	^*An individual who guides and supports participants toward understanding and achieving objectives.
Fidelity	^*Believability, or the degree to which a simulated experience approaches reality; as fidelity increases, realism increases.
High-fidelity simulations	^**Term often used to refer to the broad range of full-body manikins that have the ability to mimic, at a very high level, human body functions. Also known as a high complexity simulator. Other types of simulators can also be considered high-fidelity, and that fidelity (realism) has other characteristics beyond a particular type of simulator.
Hybrid-simulatio	^**The union of two or more modalities of simulation with the aim of providing a more realistic experience.
Low-fidelity simulations	^**Not needing to be controlled or programmed externally for the learner to participate (Palaganas, Maxworthy, Epps, & Mancini, 2015); examples include case studies, role playing, or task trainers used to support students or professionals in learning a clinical situation or practice (Adapted from National League for Nursing-Simulation Innovation Resource Center, 2013).
Prebriefing	^**An information or orientation session held prior to the start of a simulation activity in which instructions or preparatory information is given to the participants. The purpose of the prebriefing is to set the stage for a scenario, and assist participants in achieving scenario objectives.
Realism	^**The quality or fact of representing a person, thing, or situation accurately in a way true to life; this enables participants to act “as if” the situation or problem was real. Refers to the physical characteristics of the activity, semantical aspects of the activity (theories and conceptual relations – if A happens then B occurs), and/or the phenomenal aspects of the activity (emotions, beliefs and thoughts experienced).
Task-trainers	^A device designed to train in just the key elements of the procedure or skill being learned, such as lumbar puncture, chest tube insertion, central line insertion or part of a total system, for example, ECG simulator (Center for Immersive and Simulation-Based Learning, 2014; Levine, DeMaria, Schwartz, & Sim, 2013). ^A model that represents a part or region of the human body such as an arm, or an abdomen. Such devices may use mechanical or electronic interfaces to teach and give feedback on manual skills such as IV insertion, ultrasound scanning, suturing, et cetera. Generally used to support procedural skills training; however they can be used in conjunction with other learning technologies to create integrated clinical situations (American Society for Surgery of the Hand).
In-situ simulation	This refers to bringing the simulation (and simulator) to the site where the learner is practicing. This could occur in an emergency room trauma bay or surgical suite.

Note:^*These definitions are directly from Kardong-Edgren et al. (2011, pp. S4-S5). ^**These definitions are directly from Lopreiato et al. (2016).