Abstract
This chapter provides an impression of why simulation and simulation-based education (SBE) in teaching hospitals are not yet as prevalent as they should be despite decades of experience and research. An overview of how someone might start and/or sustain an SBE program in a teaching hospital is provided with the intention of embedding a program. Barriers and enablers to introducing and embedding an SBE program are intimately intertwined. Knowledge of barriers and enablers of SBE is important, as these will always exist particularly in complex organizations with uncertainty. While it would be nice to provide a practical step-by-step model of how to embed an SBE program in a teaching hospital, each hospital has its own culture, context, and complexity so any individual or team looking to embed SBE needs to appreciate these elements. Anyone directing SBE needs to understand change management, organizational complexity, and leadership for successful implementation of sustainable SBE in teaching hospitals such hat they are embedded and treated as any other operational service a hospital cannot do without.
| Original language | English |
|---|---|
| Title of host publication | Clinical Education for the Health Professions: Theory and Practice |
| Editors | Debra Nestel, Gabriel Reedy, Lisa McKenna, Suzanne Gough |
| Publisher | Springer |
| Pages | 1-22 |
| Number of pages | 22 |
| ISBN (Electronic) | 978-981-13-6106-7 |
| DOIs | |
| Publication status | E-pub ahead of print - 18 Mar 2021 |