Domain II: Healthcare and Simulation
Knowledge/Principles (CHSE Review Book)
ACTUAL Questions and CORRECT
Answers
Four outcomes measured during simulation scenarios are - CORRECT ANSWER --
Participation
-Attitude
-Knowledge
-Skills
(Issenberg, McGaghie, Petrusa, Gordon, & Scalese, 2005). (C8, pg79)
Simulation-based learning (SBL) is a process that: - CORRECT ANSWER - Ooccurs in a
safe and carefully controlled setting that enhances skill acquisition and training using a simulated
environment as the platform for learning (Lateef, 2010). (C8, pg80)
Simulation is a technique that replicates real-life experiences with scenarios that immerse the
learner in an environment that attempts to closely duplicate the clinical environment (Lateef,
2010). - CORRECT ANSWER - (C8, pg80)
In addition to task and technical skills, SBL can also be used to identify _________-________
and skills. - CORRECT ANSWER - -Problem-solving
-Decision-making
Team education, communication, and interpersonal skills are evaluated during SBL.
(C8, pg80)
Lateef (2010) has identified common problems detected during simulation scenarios involving
teams including: - CORRECT ANSWER - -Group does not understand that each team
member has a unique role
-Lack of clear role definition resulting in role confusion
,-No plan in place to use when mistakes or errors occur
-No method to measure individual or team performance (C8, pg80)
The success of using simulator scenarios to educate healthcare professionals should be measured
in relationship to the: - CORRECT ANSWER - Improvement in clinical competence and
the potential or actual impact on patient safety and outcomes.
(C8, pg80)
A core principle of human simulator education is the concept of deliberate practice (DP). DP is
defined as: - CORRECT ANSWER - A learner's endeavor to practice for the purpose of
improving a task or skill beyond the current level of proficiency
(Gonzalez & Kardong-Edgren, 2017).(C8, pg80)
U An integral component of DP is ________ _________ . A student must recognize a deficit in
knowledge in an effort to seek learning opportunities to narrow this gap in knowledge. -
CORRECT ANSWER - Critical reflection (C8, pg80)
With the assistance of a healthcare simulation educator, the learner becomes actively engaged in
practicing and improving a task, skill, or decision-making process. When a learner engages in
DP, feedback from the healthcare simulation educator is necessary to communicate improvement
and identify areas that continue to need refinement (Ericsson, 2008). (C8, p80)
What is DP in simulation? - CORRECT ANSWER - Deliberate Practice
(C8, pg80)
The first step in team education in simulation is to: - CORRECT ANSWER - Articulate
the specific competencies targeted toward acquiring team-building skills (Salas, Rosen, & King,
2009).
Once these competencies are recognized, a level of measurement can be calculated to guide the
debriefing process. (C8, pg81)
,Diversity in race, gender, as well as role should be considered for every interprofessional team in
order to teach cultural awareness and sensitivity as well as group collaboration. T or F -
CORRECT ANSWER - True (C8, pg81)
Team Strategies and Tools to Enhance Performance and Patient Safety, is also know as: -
CORRECT ANSWER - TeamSTEPPs (AHRQ, 2017) (C8, pg81)
TeamSTEPPs (AHRQ, 2017) is a process of team training designed for healthcare professionals
to improve _________ _______ and achieve better _________ _______. - CORRECT
ANSWER - -Patient safety
-Patient outcomes
(C8, pg81)
Simulation aids in the acquisition of team skills by allowing the learner to practice in a
simulated, safe environment. Using TeamSTEPPs in simulation is one way to aid in the design,
measurement of objectives, and evaluation of team training.
Within TeamSTEPPs training is a principle known as CUS, which stands for: - CORRECT
ANSWER - "I am concerned!
I am uncomfortable!
This is a safety issue!"
(AHRQ, 2017)(C8, pg81)
The purpose of CUS is to _________ individuals to speak up if they are concerned about an
actual or potential breach in safety. Included in the CUS course of action is a two-challenge rule
(AHRQ, 2017). Under this rule, if individuals feel that their concern has not been recognized,
they should: - CORRECT ANSWER - -Empower
-Verbalize this concern at least twice.
-If, after the second exchange, the team member concludes that the response is not acceptable,
the team member is expected to take a different, more assertive course.
This alternate course may include following the chain of command to ensure a safe environment.
(C8, pg81)
, Components of Team Training in Human Simulator Simulations includes: - CORRECT
ANSWER - -Leadership
-Peer observation
-Flexibility
-Group membership
-Balance
-Trust
-Communication (C8, pg82)
Leadership (a components of team training in Human Simulator Simulations) delegates: -
CORRECT ANSWER - Tasks to other team members, plans, organizes, and motivates
other team members (C8, pg82)
Peer observation (a components of team training in Human Simulator Simulations) uses: -
CORRECT ANSWER - A shared understanding of group dynamics and team roles; is able
to recognize errors and openly communicate ideas and suggestions for correction (C8, pg82)
Flexibility (a components of team training in Human Simulator Simulations) involves the ability
to: - CORRECT ANSWER - To adapt or change as the scenario unfolds or the group
dynamics change (C8, pg82)
Group membership (a components of team training in Human Simulator Simulations)
recognizes: - CORRECT ANSWER - That the work of the team is paramount and
individual goals are secondary (C8, pg82)
Balance (a components of team training in Human Simulator Simulations) maintains that: -
CORRECT ANSWER - The workload of all team members should be balanced and match
the knowledge and skills of each individual (C8, pg82)
Trust (a components of team training in Human Simulator Simulations) promotes: - CORRECT
ANSWER - An atmosphere of mutual trust should exist in which individuals are able to
Knowledge/Principles (CHSE Review Book)
ACTUAL Questions and CORRECT
Answers
Four outcomes measured during simulation scenarios are - CORRECT ANSWER --
Participation
-Attitude
-Knowledge
-Skills
(Issenberg, McGaghie, Petrusa, Gordon, & Scalese, 2005). (C8, pg79)
Simulation-based learning (SBL) is a process that: - CORRECT ANSWER - Ooccurs in a
safe and carefully controlled setting that enhances skill acquisition and training using a simulated
environment as the platform for learning (Lateef, 2010). (C8, pg80)
Simulation is a technique that replicates real-life experiences with scenarios that immerse the
learner in an environment that attempts to closely duplicate the clinical environment (Lateef,
2010). - CORRECT ANSWER - (C8, pg80)
In addition to task and technical skills, SBL can also be used to identify _________-________
and skills. - CORRECT ANSWER - -Problem-solving
-Decision-making
Team education, communication, and interpersonal skills are evaluated during SBL.
(C8, pg80)
Lateef (2010) has identified common problems detected during simulation scenarios involving
teams including: - CORRECT ANSWER - -Group does not understand that each team
member has a unique role
-Lack of clear role definition resulting in role confusion
,-No plan in place to use when mistakes or errors occur
-No method to measure individual or team performance (C8, pg80)
The success of using simulator scenarios to educate healthcare professionals should be measured
in relationship to the: - CORRECT ANSWER - Improvement in clinical competence and
the potential or actual impact on patient safety and outcomes.
(C8, pg80)
A core principle of human simulator education is the concept of deliberate practice (DP). DP is
defined as: - CORRECT ANSWER - A learner's endeavor to practice for the purpose of
improving a task or skill beyond the current level of proficiency
(Gonzalez & Kardong-Edgren, 2017).(C8, pg80)
U An integral component of DP is ________ _________ . A student must recognize a deficit in
knowledge in an effort to seek learning opportunities to narrow this gap in knowledge. -
CORRECT ANSWER - Critical reflection (C8, pg80)
With the assistance of a healthcare simulation educator, the learner becomes actively engaged in
practicing and improving a task, skill, or decision-making process. When a learner engages in
DP, feedback from the healthcare simulation educator is necessary to communicate improvement
and identify areas that continue to need refinement (Ericsson, 2008). (C8, p80)
What is DP in simulation? - CORRECT ANSWER - Deliberate Practice
(C8, pg80)
The first step in team education in simulation is to: - CORRECT ANSWER - Articulate
the specific competencies targeted toward acquiring team-building skills (Salas, Rosen, & King,
2009).
Once these competencies are recognized, a level of measurement can be calculated to guide the
debriefing process. (C8, pg81)
,Diversity in race, gender, as well as role should be considered for every interprofessional team in
order to teach cultural awareness and sensitivity as well as group collaboration. T or F -
CORRECT ANSWER - True (C8, pg81)
Team Strategies and Tools to Enhance Performance and Patient Safety, is also know as: -
CORRECT ANSWER - TeamSTEPPs (AHRQ, 2017) (C8, pg81)
TeamSTEPPs (AHRQ, 2017) is a process of team training designed for healthcare professionals
to improve _________ _______ and achieve better _________ _______. - CORRECT
ANSWER - -Patient safety
-Patient outcomes
(C8, pg81)
Simulation aids in the acquisition of team skills by allowing the learner to practice in a
simulated, safe environment. Using TeamSTEPPs in simulation is one way to aid in the design,
measurement of objectives, and evaluation of team training.
Within TeamSTEPPs training is a principle known as CUS, which stands for: - CORRECT
ANSWER - "I am concerned!
I am uncomfortable!
This is a safety issue!"
(AHRQ, 2017)(C8, pg81)
The purpose of CUS is to _________ individuals to speak up if they are concerned about an
actual or potential breach in safety. Included in the CUS course of action is a two-challenge rule
(AHRQ, 2017). Under this rule, if individuals feel that their concern has not been recognized,
they should: - CORRECT ANSWER - -Empower
-Verbalize this concern at least twice.
-If, after the second exchange, the team member concludes that the response is not acceptable,
the team member is expected to take a different, more assertive course.
This alternate course may include following the chain of command to ensure a safe environment.
(C8, pg81)
, Components of Team Training in Human Simulator Simulations includes: - CORRECT
ANSWER - -Leadership
-Peer observation
-Flexibility
-Group membership
-Balance
-Trust
-Communication (C8, pg82)
Leadership (a components of team training in Human Simulator Simulations) delegates: -
CORRECT ANSWER - Tasks to other team members, plans, organizes, and motivates
other team members (C8, pg82)
Peer observation (a components of team training in Human Simulator Simulations) uses: -
CORRECT ANSWER - A shared understanding of group dynamics and team roles; is able
to recognize errors and openly communicate ideas and suggestions for correction (C8, pg82)
Flexibility (a components of team training in Human Simulator Simulations) involves the ability
to: - CORRECT ANSWER - To adapt or change as the scenario unfolds or the group
dynamics change (C8, pg82)
Group membership (a components of team training in Human Simulator Simulations)
recognizes: - CORRECT ANSWER - That the work of the team is paramount and
individual goals are secondary (C8, pg82)
Balance (a components of team training in Human Simulator Simulations) maintains that: -
CORRECT ANSWER - The workload of all team members should be balanced and match
the knowledge and skills of each individual (C8, pg82)
Trust (a components of team training in Human Simulator Simulations) promotes: - CORRECT
ANSWER - An atmosphere of mutual trust should exist in which individuals are able to
