Transcript Pediatric Simulations with Preprogrammed Scenarios

Welcome
Pediatric Simulation using
Preprogrammed Scenarios
Lori Kurtz RN, BSN, MA Ed.
Educational Services Specialist
Course Agenda
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Welcome and Introductions
Discuss Teaching with Pre-Programmed Scenarios
Review Scenario Materials/Contents
Preparations for Simulation Sessions
Scenario session, facilitation, & debriefing
Wrap-up
Next Actions
Resources
Evaluation
Course Objectives
• Identify components of Pre-programmed
Scenarios
• Discuss preparation requirements for a simulation
to increase the simulation's psychological fidelity.
• Using a Pre-programmed scenario handout, locate
and review the scenario's learning objectives,
proposed correct treatment and debriefing
content.
• Discuss the instructor’s role in planning,
facilitating, and debriefing simulations.
• Demonstrate planning, facilitation, and debriefing
of a clinical simulation.
So where do I get a pre-programmed scenario?
• Self program
• Shared from a
colleague
• Purchase from SimStore
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DESCRIBE SIMSTORE HERE
Review Learning
Objectives
and Product Details
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Objectives meet
program’s learning
goals and the learner’s
current skill level.
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Be flexible, many
scenarios may be tailored
to meet specific needs.
Eg: This case can have
L.O. adjusted to have
student provide treatment
to practice level/ability and
not play in entirety as
originally designed.
Review learning Objectives
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Verify that objectives match the
program’s learning goals and the
learner’s current skill level.
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When learning objectives are
revised, update the content areas
that are inter-dependent such the
scenario file, props and other cues,
and debriefing points
Review Correct Treatment
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Review the correct treatment
guidelines – determine what behavior
the learner should demonstrate
during the simulation.
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Remember, any changes made to
this area must also be addressed in
the learning objectives and other
interdependent content areas.
Review Debriefing Points
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Debriefing topics are usually
anchored to the scenario’s
learning objectives and
educational content.
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Instructors are encouraged to
remain flexible when formulating
debriefing topics. Unexpected
events may occur during a case
that warrants exploration during
the debriefing.
Review Scenario Files
Start Scenario Editor
Review Scenario File
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The scenario file contains frames,
actions, and event triggers.
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View using scenario editor.
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Frames are like storyboards.
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Key Terms:
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Actions
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Events
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Trends
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Handlers
Anatomy of a Scenario File
 Patient information and patient monitor.
 Actions: control simulator.
 Handler: link learner’s performance and
actions (optional).
 Event Output: trigger movement between
frames.
 Trend: physiological change over time.
Test Run the Scenario
Test run scenario prior to use with learners
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Click learner events – watch events register in Session Log
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IMPORTANT: Click each event and observe the simulator’s response – this is
an important step that should be completed before actually facilitating a
simulation with learners in a teaching or evaluation session.
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Watch the events
register in the
debrief log and in
some cases, trigger
actions or movement
to additional frames.
Observe trends – if
applicable.
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Switch to Scenario
Editor if questions
arise about scenario
flow.
Prepare the Environment and Simulator
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According to evidence within the
simulation literature, the psychological
fidelity (realism) of a simulation is
important to learners.
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Learner prefer cases that feel real
Use Realistic Materials
Medication Administration Record
Provider Orders
Patient Information Card
A Favorite Toy!
Prepare Environment & Simulator
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Assemble Equipment and Medications
– ECG monitor
– Stethoscope and BP cuff
– Crash cart
– Chart
– Medications
Prepare the Environment
– Examination room
– Sounds (phones ringing, etc.)
– People (assistants, physician, and technicians)
Prepare the Simulator
– Dress appropriately
– Moulage as needed (blood, emesis, etc.)
– Provide Props (pill bottles, inhaler, prayer beads, etc.)
Prepare the Learners
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Learners are more likely to succeed
when they know what is expected of
them. This section provides tips on
how to prepare learners for a
simulation.
– Examine the simulator prior to
the simulation. Review
features and capabilities (voice,
pulse points, drug
administration, etc.)
– Permit the learners to acclimate
to the new learning
environment.
– Review learning objectives.
– Report to Student
– Discuss roles.
Guidelines for the Lab
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Confidentiality is critical.
Set Expectations.
Treat the simulator as you would treat a real patient.
Act like you would in a real clinical situation.
– No food and drinks
– No cell phones or text messaging
– Dress appropriately
Most labs require students to sign confidentiality agreements.
Develop Fiction Contract
Instructor’s Role during Simulation
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Behavioral guidelines for facilitating a healthcare simulation
– Welcome the learners and communicate your expectations about
their clinical performance, affective behavior and professionalism.
For example:
• “Welcome – You are about to participate in a simulated patient
case. The patient has a chief complaint – I expect you to
assess the patient and manage her to the best of your ability.
Treat the simulated patient as an actual human patient. This
case lasts approximately 10 minutes. We’ll debrief as a team
following the case.”
– Emphasize the simulator’s features. For example:
• “I expect that you will ask the patient questions and actually
assess their vital signs – please do not ask me for this
information.”
– Permit the learners to ask questions prior to the simulation.
Instructor’s Role during Simulation
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Begin the case when the learners are ready
Observe the learners performance
Register events using the Graphic User Interface (optional)
The instructor must decide under what conditions they would interrupt
the simulation.
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For example, safety-related violations that may injure a learner
warrant intervention while a learner’s deviation from the learning
objectives is an opportunity for all parties to learn and may not
warrant interruption. Typically, when in a testing situation, the
instruction would not offer cues and advice to the learner. When
teaching, it is not uncommon to pause a simulation to offer
assistance to the learner.
Suggested Roles & Responsibilities
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Remember, every lab is different but roles remain consistent
Below are roles based on a typical scenario
– Primary Instructor
(Position 1)
– Secondary/Assistant Instructor (Position 2)
– Lab Technician
(Position 3)
– Primary Learner “Hot Seat” (Position 4)
– Secondary Learner
(Position 5)
– Assistant Learner/aid
(Position 6)
– Assistant Learner/family
(Position 7)
– Observer
(Position 8)
Suggested Roles & Responsibilities
Primary Instructor
Primary Learner
Learner/aid
2nd Instructor
Learner/family
Lab Tech
Observers
2nd Learner
Have checklists
Let’s simulate!
1. Central Simulation, need volunteers to role play
1. Primary Instructor (work with students)
2. Secondary Instructor/Tech (work with computer)
3. Primary Student Nurse
4. Secondary Student Nurse
5. Crowd: Observers
2. Divide into groups and replicate same central simulation
1. Laerdal Representative at each table
2. Prep/Run session ~10-15 min
3. Debrief as a group to share learning/discovery
Questions or Comments
Next Steps
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Practice….
Set realistic goals
Develop an action plan
Faculty enrichment/Continuing Education/Staff Development
Budget for formal training
– Time: Hands-on time with Simulator
– Financially: Custom training with Simulation Experts
Networking
Set time lines and realistic goals
Simulation User Network
http://simulation.laerdal.com
• Meetings
• Forums
• Downloads
• Research
• Free to join!
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