LEADER 05662nam 2200673 450 001 9910787801503321 005 20230807204552.0 010 $a0-8261-2012-1 035 $a(CKB)2670000000574063 035 $a(EBL)1833877 035 $a(SSID)ssj0001368704 035 $a(PQKBManifestationID)12545614 035 $a(PQKBTitleCode)TC0001368704 035 $a(PQKBWorkID)11463777 035 $a(PQKB)11062771 035 $a(MiAaPQ)EBC1833877 035 $a(Au-PeEL)EBL1833877 035 $a(CaPaEBR)ebr10983522 035 $a(CaONFJC)MIL655815 035 $a(OCoLC)894667610 035 $a(EXLCZ)992670000000574063 100 $a20141118h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aReview manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam /$fLinda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others] 210 1$aNew York, New York :$cSpringer Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (442 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-2011-3 311 $a1-322-24535-5 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Title; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgments; Share Review Manual for the Certified Healthcare Simulation EducatorTM (CHSETM) Exam; Section I: Introduction; Chapter 1: Overview of the Certification Examination, Advanced Certification, and Recertification; Learning Outcomes; Initial Certification; Recertification/renewal of Certification; Advanced Certification; Summary; References; Chapter 2: The Certification Examination Test Plan; Learning Outcomes; Content Area 1: Professional Values and Capabilities 327 $aContent Area 2: Demonstrate Knowledge of Simulation Principles, Practice, and MethodologyContent Area 3: Educate and Assess Learners Using Simulation; Content Area 4: Manage Overall Simulation Resources and Environments; Content Area 5: Engage in Scholarly Activities; Practice Questions; References; Chapter 3: Test-taking Strategies; Learning Outcomes; Why Become Certified in Simulation?; Are You a Qualified Candidate to Take the Examination?; How to Prepare for Success; Know Your Equipment/Technology; Become Familiar with Computerized Testing 327 $aIncorporate Strategies to Ease the Fear of Test AnxietyUse Strategies to be a Savvy Test Taker; Recertification; Practice Questions; References; Section II: Professional Values and Capabilities; Chapter 4: Leadership in Simulation; Learning Outcomes; Knowledge Acquisition; Faculty Training; Faculty Mentorship; Resources for Faculty Development; Advocating for Simulation; Summary; Practice Questions; References; Chapter 5: Special Learning Considerations in Simulation; Learning Outcomes; Diversity in Learning Styles; Diversity in Teaching Styles of Healthcare Educators 327 $aCulturally Diverse LearnersEffect of Diversity on Simulation Scenarios; Learner and Learning Disabilities; Belongingness; Simulation Learning as a Social Practice; Socialization During Simulation; Practice Questions; References; Section III: Simulation Principles, Practice, and Methodologies; Chapter 6: Educational Theories, Learning Theories, and Special Concepts; Learning Outcomes; Educational Philosophies and Theories; Learning Theories; Pedagogy Versus Andragogy as Educational Concepts; Simulation Learning Frameworks; Realism in Simulation; Learning Domains; Modes of Thinking 327 $aCritical Thinking and MetacognitionEvidence-based Simulation Practice; Goffman's Theory of Frame Analysis; Theories of Knowing; Deep, Surface, and Strategic Learning; Motivation to Learn; Learner Socialization in the Virtual, Simulation, and Skills Environment; Teaching Simulation; Instructional Objectives and Learning Outcomes; Evaluating SLOs; Innovative Educational Research; Gagne's Conditions of Learning; Learning Activities Used in Simulation Environments; Summary; Practice Questions; References; Chapter 7: Implementing Simulation in the Curriculum; Learning Outcomes 327 $aDevelopment of a Curriculum 330 $a""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 assessing 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 wor 606 $aMedicine$xStudy and teaching$xSimulation methods$vProblems, exercises, etc 606 $aSimulated patients$vProblems, exercises, etc 606 $aSimulated patients$xStudy and teaching$vProblems, exercises, etc 615 0$aMedicine$xStudy and teaching$xSimulation methods 615 0$aSimulated patients 615 0$aSimulated patients$xStudy and teaching 676 $a610.76 702 $aWilson$b Linda$f1962- 702 $aWittmann-Price$b Ruth A. 702 $aArnold$b Deborah S. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787801503321 996 $aReview manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam$93674289 997 $aUNINA