SIMULATION CENTER

POLICY AND PROCEDURE

MANUAL

Alisha Adams

Simulation Operations Coordinator

TABLE OF CONTENTS

CONTENTS

Definitions .................................................................................................................................................................... 1

Policy and Procedure .................................................................................................................................................. 3

Attachment A

Needs Assessment Form ............................................................................................................................ 17 Attachment B

Simulation Center Request Form ............................................................................................................... 18

Attachment C Simulation Center Audio/Video Debriefing Form...................................................................................... 19

Attachment D

Example of Scenario Template ................................................................................................................... 20

Attachment E

Example of Maintenance Report Form ....................................................................................................... 21

Attachment F

Example of Simulation Layout .................................................................................................................... 30

Attachment G

Example of Facilitator Evaluation ............................................................................................................... 31

Attachment H

Example of Student Rubric ......................................................................................................................... 33

Attachment I

Example of ................................................................................................................................................... 34

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Definitions

1) Assessor: A person who performs standards of human performance assessment. Assessors must have specific and substantial training, expertise and demonstrated competency in the art and science of human assessment.

2) Best practice: An idea that asserts that there is a technique, method, process, activity, incentive or reward that is more effective at delivering a particular outcome than any other technique, method, process, etc. The idea is that with proper processes, checks and testing, as the desired outcome can be delivered with fewer problems and unforeseen complications. Best practices can also be defined as the more efficient (least amount of effort) and effective (best results) way of accomplishing a task, based on repeatable procedures that have proven themselves over time for large numbers of people.

3) Content Expert: A well-established individual with substantive expertise in the related topic area and serves as a consultant.

4) Core Instructors/Educators/Staff/Faculty: Those individuals that are intricately and routinely involved in the simulation education curriculum and that are responsible for the content, implementation, and evaluation of the curriculum.

5) Debriefing: To conduct a session after a simulation event where students, instructors, and facilitators re-examine the simulation experience for the purpose of encouragement of the participants’ reflective thinking and provide feedback about their performance while various aspects of the completed simulation are discussed.

6) Event: A series of scenarios for a particular group.

7) High-fidelity Simulator: A physical model with a high degree of realism and functionality that simulates a variety of body functions and procedures, which can be altered automatically in response to drug injection, oxygenation, or other factors.

8) Hybrid Simulation: A simulation that combines multiple modalities of simulation to enhance the reality of a scenario by recreating the environment, physiology, emotions, and dialogue of a real patient encounter.

9) Low-fidelity Simulator: Are physical models with a low degree of realism and functionality that are capable of passive display of a specific function and/or procedure but have no capacity to react automatically or have a preconditioned response.

10) Mannequin: Mannequin is a general term for any human simulator or physical model that has a complete body.

11) Medium-fidelity simulator: Are physical models with some degree of realism and functionality where a limited number of physiologic functions and procedures are automatically preconditioned under the human body structure.

12) Moulage: The art of applying mock injuries or manifestations of abnormal medication conditions to increase the perceived realism of a simulation.

13) Scenario: Written document to describe a simulation that includes the goals, objectives, debriefing points, narrative description of the simulation, staffing requirements, simulation room setup, mannequins, props, mannequin operation, and instructions for Standardized Patients (if applicable).

14) Session: One scenario is considered to be a session.

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15) Simulation Center: Entity with dedicated infrastructure and personnel where simulation courses are conducted. A center may support several simulation programs.

16) Simulation: A technique that creates a situation or environment to allow persons to experience a representation of a real event for the purpose of practice, learning, evaluation, testing, or to gain an understanding of systems or human actions.

17) Standardized Patient Simulation: Simulation using a person or persons trained to portray a patient scenario or actual patient(s) for healthcare education in both skills and communication and healthcare assessment.

18) Standardized Patient: A standardized patient (SPs) is a lay person trained to portray medical patient including the patient’s medical history, physical findings, and emotional or behavioral characteristics. SPs may also be trained to evaluate a learner’s performance using an objective assessment tool and to provide written or verbal feedback to the learner.

19) Task Trainer: Specialized simulators or models designed to help the learner practice a specific skill.

20) TeleSimulation: A method to deliver simulation via live stream to students. This is an interactive method where the learners are instructing simulation staff to perform tasks to complete the scenario. Each telesimulation is followed by a Debriefing session.

21) Virtual Reality Simulation: an educational tool using a virtual reality interface that brings together a 3D model of real apparatus and a virtual visualization of physical situations in an interactive manner.

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Policy & Procedure

1) General Information

a. Mission Statement: To promote and provide high-quality education with high fidelity assessment of skills, procedures, and critical thinking, with the ultimate intent being to advance patient care.

b. Vision Statement: To foster educational innovation and allow Lanier Technical College to expand existing programs, launch new instructional techniques, and create new assessments with the goal of training competent, compassionate professionals.

c. Return on Investment of the Simulation Program: The Simulation Program will allow Lanier Technical College students to complete the current best practices training including clinical experiences, with the latest specialized equipment and highly trained staff.

• Upon the approval of state and program-specific accrediting bodies, quality simulation may be substituted for clinical time during periods where clinical placements are not available or appropriate, thus allowing health science leaners to complete the clinical component of their program(s) of study.

2) General Rules

a. All mannequins and equipment will be safely used and handled with respect.

b. No eating or drinking is allowed the Center (including chewing gum and/or candy).

c. No ink pens are allowed in the Center. Only pencils are allowed.

d. No cell phone usage is allowed in the Center (i.e., to call, text, pictures, or filming).

e. No profanity or cussing is allowed in the Center.

• Any violators of the behaviors listed above will be removed from the Simulation Center.

3) Orientation to the Simulation Center

a. Each semester the new students will have a general orientation/tour of the center.

b. As students are placed in the labs for training the students will be given a detailed orientation

with a pre-briefing, on the mannequin, equipment, and layout of the lab room prior to use.

c. Orientation scenarios are available for detailed orientation on the mannequins as well.

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4) Hours of Operation

a. The Simulation Center’s usual hours of operation are Monday-Thursday from 9:00 am-9:00 pm and Friday from 8:00 am – 12:00 pm. Accommodations for requests outside of the usual operating hours will be considered on a case-by-case basis.

b. Select, trained participants are granted 24/7 key access to the Center. The determination of after-hours key access is dependent upon the individual and permission of the department requesting the access.

• Authority for this access will be granted by the Simulation Operations Coordinator and

Chief of Police/Security.

5) Oversight of Simulation Activities

a. Scenarios Scheduled

• If a scenario has been scheduled in the Simulation Center the following activities should be addressed and completed:

1. Scenarios printed for faculty and technician. 2. All moulage should be completed 3. Make sure all mannequins and equipment are in working order. 4. If the session is to be videotaped the appropriate forms shall be printed and

ready for learners to fill out. 5. All materials for the scenario are in the environment for the learner. 6. All appropriate parties (i.e. Security, Maintenance, and Departments) are

aware that simulation will be occurring in the Simulation Center.

b. Scenarios Not Scheduled. • If scenarios are not scheduled in the Simulation Center the following activities should

be addressed and completed. 1. Review schedule for upcoming scenarios. 2. Write, edit, review, or complete dry-run scenarios that are scheduled for the

semester. 3. Complete maintenance on all mannequins and pieces of equipment. 4. Review inventory for upcoming scenarios. 5. Maintain cleanliness of the center.

c. Weekly Activity Meetings

• Each week the simulation staff will have a scheduled meeting to discuss any and all activities occurring in the Simulation Center for that week.

• Any additional activities that need to be added will be communicated via email to all staff members.

• A semester schedule is created and provided to all staff members. Any additions to this schedule will be provided weekly.

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6) Requesting Simulations

a. A Simulation Request Form must be filled out for each event and be approved by the Simulation Coordinator. (See Attachment A)

b. Simulations are approved on a first-come, first-serve basis. Once approved by the Simulation Coordinator an official meeting request will be sent to the requester with the information provided from the Request Form.

c. The Simulation Center calendar will be available for all staff/faculty for Allied Health Sciences.

Requesters will be able to see the availability of the center.

d. If the date/timeframe/needed resources requested cannot be fit into the Center’s calendar, then the Coordinator will email the requestor and suggest alternative dates/ask for alternatives.

e. The Center has the authority to change a session’s location to accommodate new sessions.

The new location must provide the space necessary to meet participant needs. Communication will be sent to all parties regarding the change.

7) Needs Assessment a. When the decision is made that a simulation is needed the department will setup a meeting

with the Simulation Operations Coordinator or designee to complete a Needs Assessment Form. (See Attachment B)

b. During this session, all aspects of the scenario are discussed. This must also include the following:

• How many learners • Time frames for rotation including transition time • Training of Simulated Patients (if applicable) • Debriefing activities

c. This step in the simulation process is required unless the department has already completed

the process before and is simply requesting the simulation to be ran again and all criteria still apply. Any changes to the scenario require the process to start over.

d. A scenario can be completed by an In-Person or Virtual Reality simulation. In-Person simulation

can utilize a Standard Patient or a mannequin. Virtual Reality is created in the VR system and sent to Learners to complete. Regardless of modality, all aspects of the needs assessment and scenario design must be followed.

e. Scenario design is based on the Needs Assessment Form. The Needs Assessment Form is

used to help guide the development of goals and objectives for the scenario.

f. The Needs Assessment is used to guide the creation of innovative and interactive simulation-based experiences that can focus on the following: See INACSL Standards of Best Practices:

Simulation Design1

• Enhance curriculum in the classroom and/or clinical areas. • Provide opportunities for standardized clinical experiences. • Addresses competencies.

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• Improve quality of care and patient safety. • Promote readiness for clinical practice. • To address quality issues • Patient Safety • Interprofessional education • Research • Risk Management

8) Simulation Modalities: a. High Fidelity mannequins b. Low Fidelity mannequins c. Virtual Reality d. Hybrid simulations e. Task Trainers

9) Urgent Scheduling Procedures:

a. For urgent scheduling needs contact the Simulation Coordinator at 770-533-7043.

10) Cancellation Policy

a. If the Center user needs to cancel a session, the person who scheduled the session or the instructor should contact the Simulation Coordinator with as much notice as is possible (at least one or two weeks is preferred).

• The Coordinator then takes the session(s) off the Center’s calendars and sends an official cancelation notification to the requestor.

• It is the instructor/requestor’s responsibility to inform the participants of the cancelation.

11) Prioritization of Resources a. Activities in the Simulation Center are prioritized in the following manner:

• Expertise/Experience 1. i.e. Nursing, Paramedicine, Radiology Tech, etc.

• Availability

1. i.e. Availability of the Technician

• Scheduling 1. i.e. Events scheduled in the Simulation Center

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12) Safety Practices a. Accidents, injuries, and emergencies can occur during the simulation experiences. b. It is the Simulation Operations Coordinator and facilitator’s role to manage all aspects of the

simulation including any accidents, injuries, or emergencies.

• Fire and EMS – Contact Campus Security: 1. Emergency: Dial 911 and then:

a. Police Department Office: (770) 533-6959 Chief of Police Office: (770) 533-6912 Cell: (678) 997-9750

• Non-Emergency Campus Police: 1. Hall Campus: (678) 410-4139 2. Barrow Campus: (678) 617-0849 3. Dawson Campus: (678) 859-2891 4. Forsyth Campus: (678) 283-1483 5. Jackson Campus: (678) 859-2329

• Needle Sticks – Simulation Operations Coordinator and student will fill out the incident

report on the intranet and send it to the VP of Student Affairs for processing.

• Facilities - https://www.laniertech.edu/help-center/faculty-staff-helpdesk-form/ or contact the Director of Facilities at (678) 410-7848.

• Housekeeping – Contact the Supervisor at (706) 968-8485.

• Inclement Weather – See Non-Emergency Campus Police contact info.

• For safety information for supplies, chemicals, or any hazardous supplies contact the

manufacturer or refer to the MSDS sheets (Material Safety Data Sheets) on the internet.

13) Prioritization of Usage (Time Conflicts):

The below three levels of prioritization determine which session is scheduled first when a time conflict arises:

a. First priority: Internal Simulation sessions (i.e. Allied Health Sciences students/staff/faculty)

b. Second priority: External users (i.e. other medical schools, EMS programs, community

outreach)

c. Third priority: Non-simulation-related sessions (i.e. leadership meetings and paper exams)

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14) Scheduling Disputes (Conflict Resolution):

a. If the date/timeframe/needed resources requested cannot be fit into the Center’s calendar, and if other groups cannot be moved in any way (location, time or date) to accommodate this new request, then the Coordinator will email the requestor and suggest alternative dates/ask for alternatives.

b. If alternative dates/times are not possible, then the Coordinator will try to find an alternative location, if possible.

c. If an alternative location is not feasible, the Coordinator notifies the requestor and informs them

that every possible avenue has been explored and that the event will not take place at the time or date requested.

15) Setup and Clean-up Guidelines

The following guidelines specify the setup and clean-up times for participants:

a. A Simulation Center staff member will be assigned and responsible for setting up, tearing down, and cleaning up for the sessions.

b. A preferred minimum of 30 minutes is required for sessions to be set up.

c. Transition and debriefing time must be planned during the Needs Assessment process.

d. If a training session starts at 8:00 am, the session may be set up the night before dependent upon the room’s availability.

e. If the room is unavailable the night before, the Center requires a minimum of 30 minutes prior to the

start of the session to ensure proper setup.

f. All rooms will be cleaned after the sessions are completed.

g. Participants are expected to help with clean-up after the last session.

16) Tours – This is a special event for the Simulation Center, and it requires resources and time.

a. Requesting a Tour for a Group of 4 or more:

• Email the Simulation Operations Coordinator or call the Center to schedule the tour at least 1 day prior to the tour.

1. Required information is name of tour guide, time, date, # of people in the tour, any special requests, and who the group is representing.

• Once the tour is approved by the Coordinator a notification will be sent to the requestor and the tour will be placed on the Simulation Center’s calendar.

b. Requesting a Tour for a Group of 3 or less:

• Email the Simulation Operations Coordinator or call the Center to schedule the tour at

least 1 hour prior to the tour.

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1. Required information is name of tour guide, time, date, number of people in the

tour, any special requests, and who the group is representing.

c. Canceling a Tour:

• Email the Simulation Operations Coordinator or call the Center as soon as possible.

1. The tour will be removed from the Simulation Center calendar and a notification to the requestor will be sent.

17) Fiscal, Human, and Material Framework

a. Fiscal – A request to Administrative Services is sent requesting a budget that covers fiscal, human, and material needs. This request is then processed by Administrative Services and a budget is allotted to the department. This process occurs bi-annually. (See Simulation Center budget for details.)

b. Human – Based upon the needs required of the various sites (Hall, Forsyth, Dawson, Jackson, and Barrow) the Simulation Center staff is calculated. See Lanier Technical College Simulation Center Organizational chart and UNG Program Proposal for staff structure. All hiring of staff will utilize TCSG - Lanier Technical College HR policies and procedures.

c. Materials – Materials are based upon the previous year’s expenses and projected event needs

for the fiscal year.

d. Sustainability – The Simulation Program is funded through the college. Additional information about budgeting can be addressed by Administrative Services.

18) Ordering Equipment and Supplies

a. The Center will require new equipment, repairs to equipment, and supplies.

• Standard TCSG/Lanier Technical College policies will govern the ordering of equipment, repairs of equipment and supplies. (i.e. CART process).

• The review and recommendation of equipment will be the responsibility of the Simulation Advisory Committee. Requests for new equipment can be initiated based upon recommendations from students, faculty, staff, and/or content experts.

1. A proposal for new equipment and technologies will be placed on the Agenda,

discussed, and voted upon during the Advisory Committee meeting.

2. Once a decision is made to move forward with procuring new equipment or technology, the Simulation Operations Coordinator will follow the Lanier Technical College procurement process for approval.

3. For emergency equipment needs and/or repairs a minimum of the Dean of the

Department will be required to move forward with such activities.

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19) Maintenance of Mannequins

a. The Simulation Center utilizes the manufacturer warranties for its mannequins. The warranties include yearly preventative maintenance (PM) and access to phone and on-site support for necessary repairs throughout the year.

b. Mannequins are examined for problems prior to and upon the completion of each use. If problems are found, they are noted on a Maintenance Report Form (See Attachment E.). If the problem cannot be corrected by internal personnel, the Simulation Coordinator contacts the manufacturer for assistance with the repair.

c. Monthly maintenance will occur on each piece of equipment and mannequin internally. A log of

maintenance resides in the Simulation Center to capture this process. If any issues are found a note in the log will occur and a decision for a resolution will be decided by the Simulation Operations Coordinator.

20) Scenario Storage

a. All scenarios are stored via Microsoft Teams – Allied Health Simulation Center via Lanier Tech College server.

b. Each department has access to their scenarios. c. The Simulation Operations Coordinator is the only one who can edit the content. d. If a new scenario is created, it will reside in the department specific folder. e. If a change to a scenario is needed a new version is created and the previous version is

archived.

21) Tracking Simulations

a. A tracking database (Access Database - Scenarios) is utilized to track the following information for metrics:

• Department • Date • Contact Hours • Scenario Name/Number • Lead Instructor • How many times the scenario was run in that session/event • Number of students trained • Room or area where simulation occurred • Mannequin type used • Supplies required • Comments for reporting metrics

b. Metrics are provided to the Simulation Advisory Committee biannually. c. Access to the database is only granted to the Simulation Operations Coordinator. d. Storage of the database is on Lanier Technical College’s “Cloud”.

• The cloud is managed by Lanier Technical College’s IT department. e. No records are destroyed from the database. Each year simply is created within the database.

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22) Tracking of Supplies

a. A tracking system is utilized to track supplies used in either demonstration or simulation for the

Simulation Center and the Mobile Simulation Unit. The inventory list is housed in the Lanier Technical College Microsoft Teams Allied Health Simulation Center. Faculty and staff have access to view the lists but not edit them. The Simulation Operations Coordinator has access to the lists to modify them.

b. This system will help establish the needs for operating the Simulation Center for budgeting purposes.

c. When supplies are delivered each item is placed into the inventory list (Excel spreadsheet) and

placed in the appropriate storage area.

d. Based upon the manufacturer’s recommendation for storage and maintenance the center will abide by those recommendations.

• Sharps Containers: Lanier Technical College has a regular scheduled pickup for sharp

containers at the end of each semester. Sharps containers must be placed inside a biohazardous trash box that must be sealed.

e. Each scenario describes the environment and the required supplies for realism.

• If the supply is under $7,000 the Simulation Operations Coordinator will purchase using

the CART system.

• If the supply is over $7,000 the Simulation Operations Coordinator will get prior approval from the Dean and the Simulation Advisory Committee.

23) Debriefing the Scenario – See Simulation Center Policy and Procedure Manual - Debriefing

24) Audio/Video – See AV SOP for further details.

a. Debriefing Usage:

• The use of audio/video recording can be used to enhance the debrief process and is

encouraged in the Simulation Center Debriefing Conference room. All video recordings are subject to the TCSG/Lanier Technical College video recordings policy regarding use and retention. (POLICY: 3.3.8. (II. C. 8.) Records Management)

b. Security Access:

• Audio and video recordings are stored on a storage system that are housed in the Simulation Center. The stored video is only accessible with the use of a username and password. Personnel that are granted credentials for access will only be able to see content that is assigned to them by the Simulation Operations Coordinator.

1. Each simulation is recorded using the AV system and is archived with security

for 3 levels:

a. Administrator – Simulation Operations Coordinator (Highest Level) b. Instructor

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c. Username/Password will be the same as the Lanier Technical College computer login.

c. General Use:

• Captured audio and video will not be available for general access or use.

• The audio and video captured will not be used for promotional or presentation purposes without getting permission from the Simulation Operations Coordinator and the student(s).

• Academic Student Requirements

1. Each student will sign a Release Form for audio/video recordings. (See Attachment C).

2. The audio and video that is captured and stored will be available to IT, Simulation Operations Coordinator, the Dean of Allied Health, Director of the Department, and Lead Instructor(s) for the semester it was recorded in unless ONE of the following exceptions apply:

a. If the video is deemed to be a training tool for future students, then

permission of all students / instructors / adjuncts/faculty & staff will have to be obtained prior to usage.

b. If the video is a determinant factor in a student’s grade, this video is

retained for a period of 30 (thirty) following graduation.

c. If the video determines the credentialing or certification of users, this video is retained until the credentialing or certification expires.

d. If the video recording(s) are part of a research project, they are kept for the duration of time stated in the project’s proposal. If additional time is needed for data collection or analysis, the Principal Investigator/Project Lead must specify this need prior to project completion.

3. If a student wishes to review their recording, they must request it through the Simulations Operations Coordinator or their Lead Instructor. A time and date will be set for the student to come to the Simulation Center and review the recording.

4. Students are not allowed to photograph, voice record, or video record any portion of the simulation debriefing sessions.

5. All audio/video will be archived. If space is a critical issue, then archived

audio/video will be deleted from oldest to newest and documented.

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25) Simulation Center Training Program

a. A training program has been developed to train on each mannequin type, scenario design, debriefing/facilitation, and setup & tear down for a scenario. All Instructors/Adjuncts/Faculty & Facilitators will be educated on the simulation equipment and/or mannequins used within the Simulation Center.

b. Instructors/Adjuncts/Faculty & Facilitators can request additional training on equipment, devices, mannequins, or the learning environment within the Simulation Center.

c. Prior to running a scenario on a mannequin each Instructor/Adjunct/Faculty or Facilitator should

be trained on that specific mannequin. Otherwise, a trained member from the Simulation Center or other Instructor/Adjunct/Faculty & Staff member will run the scenario.

d. Prior to personnel running a simulation/scenario with students the trainee must observe a

simulation/scenario with the Simulation Operations Coordinator, designee, or another trained personnel.

• This will provide the trainee with guidance and any additional training if needed.

e. Each Instructor/Adjunct/Faculty or Facilitator will be required to complete the 8 modules that

were created by The University of Washington (UWASH). UWASH Teaching with Simulation

Modules is part of the orientation to the simulation process and the Simulation Center.

f. Each module is equivalent 1 hour of training, except for Module 201. Module 201 has two parts. Each part is considered 1 hour. If all modules are completed, then a total of 9 hours of training time is awarded.

g. Upon the successful completion of each UWASH training module, a certificate is awarded.

These certificates should be submitted the Simulation Operations Coordinator.

https://collaborate.uw.edu/resources-and-training/online-training-and-toolkits/simulation/

h. Annual training on each mannequin will occur with staff/faculty who are running simulations.

i. Guidance Manuals for each mannequin will be available in the Control Rooms or the Simulation

Coordinators Office.

j. For dedicated staff members to the Simulation Center, annual training on any of the following is required: simulation techniques, mannequins, moulage, debriefing models, scenario writing, etc.

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Sim 101: Introduction to Clinical Simulation: https://collaborate.uw.edu/course/sim-101-introduction-to-clinical-simulation/

Sim 102: Pedagogical Approaches in Simulation for Developing Critical Thinking: https://collaborate.uw.edu/course/sim-102-

pedagogical-approaches-in-simulation-for-developing-critical-thinking/

Sim 103: Designing and Writing A Simulation Scenario: https://collaborate.uw.edu/course/sim-103-designing-and-writing-a-

simulation-scenario/

Sim 104: Briefing and Debriefing- The Key to Learning in Simulation: https://collaborate.uw.edu/course/sim-104-briefing-and-

debriefing-the-key-to-learning-in-simulation/

Sim 201: How to Evaluate Learning Using Simulation: https://collaborate.uw.edu/course/sim-201-how-to-evaluate-learning-

using-simulation/

Sim 202: Matching Human Patients Simulators to Clinical Educational Outcomes: https://collaborate.uw.edu/course/sim-202-

matching-human-patient-simulators-to-clinical-educational-outcomes/

Sim 203: Bringing Realism to Simulation: https://collaborate.uw.edu/course/sim-203-bringing-realism-to-simulation/

Sim 204: Designing and Leading IPE Sessions: https://collaborate.uw.edu/course/sim-204-designing-and-leading-ipe-sessions/

26) Scenarios

a. Scenario Development: The Simulation Center has a standardized scenario template for all

department needs. The department staff will be used as the content experts to develop simulation-based cases describing case presentation and narrative, pertinent patient history, chief complaint, appropriate student responses, etc.

b. The scenario template is written to be in line with the INACSL Standards of Best Practice:

Simulation - Simulation Design.1

c. Once completed, the scenario template may be used by the Center’s simulation staff to program and prepare for the simulation. It is strongly suggested that the simulation staff receive the completed scenario template no later than two (2) weeks prior to the scenario.

d. Testing of Scenarios should be completed within one week of the actual scenario. This will

allow for revisions and further testing.

e. Scenarios can be completed by the following Modalities:

i. In-person ii. Virtual Reality

f. Each scenario will be reviewed by a Subject Matter Expert/Content Expert.

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g. Required Content Info: 1. Scenario Name 2. Date of Development 3. Subject Matter Expert/Content Expert 4. Educator 5. Authorship Rights 6. Targeted specialties 7. Simulation Developer 8. Evaluation Form Type (Formative or Summative)

h. Scenario Structure: The structure of the scenario templates must encompass:

i. Purpose of Simulation ii. Outcomes and Objectives (See Experiential Learning Theories) iii. Structure (Psychomotor, Cognitive, and/or Affective) iv. Target Audience v. Theoretical framework (GAS, SHARP, Plus Delta, PEARLS) vi. Education Learning Theory (See Experiential Learning Theories) vii. Simulation Topic viii. Modality ix. Starting Point x. Structured Activity (Instructor Led vs Learner Led) xi. Ending Point xii. Situation/Background xiii. Scenario Progression Outline xiv. Fidelity (Physical, Conceptual, Psychological) xv. Preparatory Activities xvi. Pre-Brief Summary xvii. Debriefing and/or Feedback Guidelines (Theoretical Framework) xviii. Evaluation Plan xix. Participant Evaluation (Formative or Summative) 2 xx. Pilot Test Plan xxi. All aspects and pertinent physiologies of the patient xxii. Equipment xxiii. Supplies xxiv. Necessary case information xxv. Patient Chief Complaint xxvi. Patient Information (name, age, gender, weight, height) xxvii. Case Presentation (information given to the participant prior to the beginning of the

case xxviii. Vital Signs xxix. Past Medical History xxx. Medications xxxi. Allergies xxxii. Events (actions taken by the participant) xxxiii. Result of Event (decrease in B/P, increase in HR etc.) xxxiv. Staff Needed xxxv. Equipment/Supplies needed for realism xxxvi. Simulator type xxxvii. Environment (See Attachment D for examples of templates)

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27. Educational Theories

i. The Simulation Program is based on educational theories associated with simulation, such as

experiential learning theory. An experiential learning theory that is used is the Kolb’s Experiential Learning Theory, Bloom’s Taxonomy of Active Learning & Pedagogy, and Kirkpatrick’s Model.

j. Each department will be responsible for assigning a specific Experiential Learning Theory to each of the department’s scenarios.

k. Kirkpatrick’s Model is also utilized for designing the Scenario Outcomes.

i. Additional structure of ABCD is utilized for writing Learning Outcomes:

1. Audience/Who

a. Who does the outcome pertain to?

2. Behavior/What

a. What do you expect the audience to know/be able to do?

3. Condition/How

a. Under what conditions or circumstances will the learning occur?

4. Degree/How much

a. How much will be accomplished, how well will the behavior need to

be performed, and to what level?

l. Bloom’s Taxonomy of Active Learning & Pedagogy is also utilized for designing the Objectives

in Scenario Design.

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Kolb's experiential learning style theory is typically represented by a four-stage learning cycle in which the

learner 'touches all the bases': Refer to INACSL3

1. Concrete Experience - (a new experience or situation is encountered, or a reinterpretation of existing

experience).

2. Reflective Observation of the New Experience - (of particular importance are any inconsistencies

between experience and understanding).

3. Abstract Conceptualization (reflection gives rise to a new idea, or a modification of an existing abstract

concept. The person has learned from their experience).

4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens.

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Bloom’s Taxonomy (Revised) experiential learning style theory is typically represented by a six-stage learning cycle: Utilized for Objective Determination. Refer to INACSL 3

.

1. Remembering: Recall information and exhibit the memory of previously learned material, information or knowledge (could be facts, terms, basic concepts or answers to questions).

2. Understanding: Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating the main ideas.

3. Applying: Use information in new or familiar situations to resolve problems by using the acquired facts, knowledge, rules and techniques.

4. Analyzing: Examine and slice information into portions by understanding causes or motives; make inferences and find evidence to support generalizations.

5. Evaluating: Express and defend opinions through judgements about information, authenticity of ideas or work quality, according to certain criteria.

6. Creating: Organize, integrate, and utilize the concepts into a plan, product or proposal that is new; compile information together in a different way.

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Kirkpatrick’s Model – experiential learning style theory is typically represented by a four-stage learning cycle: Utilized for Outcome Determination. Refer to INACSL 3

Utilized for Outcome Determining

Level 1: Reaction

The degree to which participants find the training favorable, engaging and relevant to their jobs.

• How did the learner feel about the simulation experience?

• Did the learner consider the learning relevant and a good use of time?

• What do they plan to do with what they learned?

Level 2: Learning

The degree to which participants acquire the intended knowledge, skills, attitude, confidence, and commitment based on their participation in the training.

• Was there an increase in competencies after participating in simulation?

• Did learners demonstrate competencies defined in the learning objectives?

Level 3: Behavior

The degree to which participants apply what they learned during training when they are back on the job.

• To what extent was behavior changed and learning applied in the clinical setting?

• Were changes sustained over time?

Level 4: Results

The degree to which targeted outcomes occur as a result of the training and the support and accountability package.

• What were the effects on patient care and the healthcare system due to changes in learner’s

performance?

• Were stakeholder expectations met?

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28. Use of Center for External Groups

o External groups have requested the use of the Simulation Center for collaborative projects and training.

m. An External Group Simulation Catalog outlines the process of requesting a simulation, standard simulations to select, use of the AV system, and the fee structure for utilizing the center. (See External Group Simulation Catalog)

n. A specific Request Form has been created for the External Groups. (See External Group Simulation Catalog Form)

i. The requestor will fill out the form and send it to Simulation Operations Coordinator for

review.

ii. Once the approval process of the types of scenarios requested the Simulation Operations Coordinator will send the form to Economic Development for processing.

iii. After payment arrangements are completed by Economic Development, the Simulation Operations Coordinator will be informed to schedule the scenarios.

29. TeleSimulation – See Simulation Center Policy and Procedure Manual – TeleSimulation

30. Mobile Simulation Unit - See Simulation Center Policy and Procedure Manual – MSU

31. Interprofessional Education – See Simulation Enhanced Interprofessional Education Policy and Procedure Manual.

32. Simulation Center Layout

a. The Simulation Center has eight (8) lab rooms and four (4) control areas. (See Attachment F

for layout diagram.)

b. Each room has the flexibility to be completely changed at any time based upon the simulation/scenario needs.

c. All lab rooms have doors to help provide privacy for each scenario.

d. A designed storage area resides in the Simulation Center and an additional storage area is

housed in the Kubota Building on the Hall campus. Supplies are housed in the storage area and the SimServ (Pixus).

e. Debriefing can occur in the Simulation Center in the Debriefing Conference Room or a classroom setting. The AV system allows the flexibility to be utilized in the classroom.

f. Each room has the proper equipment for the simulation/scenario.

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Room Purpose Equipment

2112 OB and Delivery Room is utilized for OB and Birthing simulations. It contains a high fidelity mannequin, OB Bed, Baby Warmer, Headwall, Birthing kits, Patient Monitoring, patient supplies, and Gowning.

2113 Control Room AV System – Monitors Rooms 2112 and 2114.

2114 Physical Therapy/Retirement Facility This room does not contain a mannequin. It can be utilized with a Simulated Patient. It does contain a patient bed, headwall, walker, wheelchair, and retirement paraphernalia.

2115 Control Room AV System – Monitors Room 2116

2116 ER / Medical Surgical Room Room can be utilized as an ER room or a regular Medical- Surgical room. It contains a high-fidelity mannequin, patient monitor, patient bed, headwall, and patient supplies.

2117 Debriefing Room Room contains the equipment to review the videos captured by the AV system. It has a conference table and chairs for learners and facilitators to discuss the scenarios.

2118 Control Room AV System – Monitors Rooms 2117 and 2119.

2119 ICU/Trauma Room is utilized for ICU/Trauma. It contains a high-fidelity mannequin, patient monitor, patient bed, head wall, Crash Cart, IV pumps, and patient supplies.

2120 Pediatric Bedroom Room is utilized to portray a pediatric bedroom in a home setting. It contains a mid-fidelity mannequin, patient bed, patient monitor, and pediatric accessories.

2121 Nursery Room is utilized as a nursery in a home setting. It contains a mid-fidelity mannequin, patient monitor, crib, diaper changing table, rocking chair, and baby accessories.

2122 Home Environment Room is utilized as a living-room / kitchen in a home setting. It contains a high-fidelity mannequin, a couch, tv, stereo, kitchen table & chairs, and accessories.

2124 Burn Unit Room is utilized as a Burn Unit. It contains 2 high fidelity mannequins, 2 patient beds, patient monitors, headwalls, and patient supplies.

2125 Storage Room Room is used for storage of supplies, equipment, and moulage kits.

Front Desk Control Room AV System – Monitors Rooms 2120, 2121, & 2122

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33. Simulation for Clinical Time

a. Per the Simulation Advisory Board, it was deemed that Simulation could be accomplished in the Simulation Center at Lanier Tech in place of clinical time in the official clinical settings.

b. It was deemed appropriate by the Simulation Advisory Board that simulation could be

assigned a ratio of clinical time vs simulation time. This ratio of time must be agreed upon prior to the commencement of any scenario. This is labeled on the Simulation for Clinical Time Form (See Attachment I)

c. The Georgia Board of Nursing rules and regulations are found here for Simulation:

http://rules.sos.ga.gov/GAC/410-8. This is the highest level of education at Lanier Technical College.

d. The Simulation Center will follow the guidance for clinical time based upon each department’s

individual accrediting agency’s guidelines.

e. For Simulation to be counted towards clinical time this activity must be approved by the Lead

Instructor, Simulation Operations Coordinator, and the Dean of that department.

f. Criteria for using simulation for clinical time must be discussed prior to activities commencing. Criteria is on a case-by-case need. Such criteria could include clinical sites being closed, no opportunities at the clinical site, pandemics, etc.

34. Evaluating the Simulation Program, Program Staff, Faculty, and Students

a. Simulation Program:

i. An Advisory Committee has been established to advise and evaluate the Simulation

Program. The Advisory Committee consists of faculty and staff of Allied Health, outside vendors, other simulation centers, a student, and a member of the public.

ii. The Advisory Committee will meet twice annually.

iii. Evaluation of the Simulation Program (Quality Management System) will be on an

annual basis.

1. Recommendations from the Simulation Alliance Group on program improvements and new best practices will be presented to the Advisory Committee.

a. The Advisory Committee will provide approval or rejection of the recommendations.

b. A Simulation Alliance group has been established for collaboration of simulation in all aspects

of simulation. This group is comprised of Simulation Centers within the state of Georgia. The Simulation Alliance group meets quarterly.

c. Program Staff: Each semester the program staff is evaluated by the Simulation Operations

Coordinator. Evaluations will remain in the program staff’s employment files. The Simulation Operations Coordinator is evaluated by the Dean of Allied Health.

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d. Facilitator:

i. Each Facilitator will be evaluated annually on their ability to Pre-Brief, Run the scenario, and Debrief by the Simulations Operations Coordinator. (See Attachment G)

ii. The evaluations will be shared with the Facilitator and if appropriate a remediation

plan will be created to resolve any gaps.

iii. The DASH tool will also be used to help evaluate the facilitator on debriefing techniques.

iv. Facilitators are allowed to provide cues to the Learners provided they are in line with

the Goals and Objectives.

e. Student/Learner Feedback:

i. Learner feedback is an important factor in optimizing learning outcomes and advancing the quality of the clinical simulation program. At Lanier Technical College, learners are asked to complete the Simulation Effectiveness Tool – Modified (SET-M) upon the completion of each simulated clinical experience. The SET-M is a 19-item survey with tree subscales that address pre-briefing (2 items), scenario (12 items related to learning and confidence) and debriefing (5 items). The SET-M has been shown to be a valid and reliable method of evaluating students’ perceptions of the effectiveness of learning in the simulation environment (Leighton, et al., 2015). The SET-M has been tested in nursing and medicine educational settings.

Example of SET-M survey tool:

https://caehealthcare.com/media/files/Academy-Documentation/Simulation-Effectiveness-Tool.pdf

More detailed information regarding the SET-M can be found by clicking this web link:

https://sites.google.com/view/evaluatinghealthcaresimulation/set-m

Link to Lanier Technical College Simulation Satisfaction Survey:

https://blue.laniertech.edu/Blue/fp-eng.aspx?lang=eng&pid=f14a73de-9696-4a44-

970c-3205ba1c3352&GroupID=71e879bb-2774-440e-8654-0950a2d995bc&regl=en-US -

FilloutControlTopBarAnchor&foId=bfe36e02-2d01-4eda-9f2b-eb3db89d10b6

ii. End-of-course evaluations are also used to gauge learner satisfaction and learner input regarding the quality of simulation resources.

iii. These surveys will be utilized to evaluate:

1. Quality improvement needs related to simulation program(s) 2. Student learning outcomes 3. Equipment needs 4. Supplies needs

iv. These surveys will also be utilized to evaluate facilitators of the simulations/scenarios.

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v. The Simulation Center uses the Formative evaluation approach and is conducted to: 1. Monitor progress towards achieving outcomes and objectives. 2. Provide ongoing formative feedback to learners. 3. Support learner’s clinical experiences. 4. Identify and remediate gaps in knowledge, skills, and attitudes. 5. Assess readiness for real-life experiences. 6. Facilitate teaching and learning.

f. Small Group Ratios: i. Minimum of one facilitator to a maximum of six students.

35. Process for Sharing Student Performance with Clinical Faculty/instructors

a. Students may need to be evaluated on an individual basis or in a group setting. The Student Rubric is the tool that will be utilized for this documentation. (See Attachment H)

b. The Simulation Operations Coordinator will notify the appropriate faculty member (Department Director, Lead Instructor, or Dean) as soon as possible if there are any student conduct issues or behaviors that are impacting the learning experience for other students and would potential constitute the need to remove a student from the simulated clinical setting.

i. The Student Rubric is a supporting document for the clinical evaluation tool. Information on the Student Rubric can be used to support the need for remediation but cannot be used to support clinical success or failure. The evaluation will be shared with the student(s) and if appropriate a remediation plan will be created to resolve any gaps.

c. At the end of the semester the Student Rubric is placed in the student’s clinical file in the

department’s area and a copy will be placed with the student survey in the Simulation Center.

d. All efforts will be made to preserve the integrity of the scenario’s content, events/actions that occurred during the simulation, feedback provided to the learners, and all conversations that occurred before, during, and after the simulation based experience by all members involved.

i. Discussions will only occur between the Simulation Operations Coordinator, Faculty, Debriefer, Staff, and Learners that were involved in a situation that requires further discussion. This discussion will be documented for resolution and filed in the Simulation Center.

36. Professional Integrity

a. Professional integrity is most critical aspect of the simulation when it comes to creating a safe learning environment.

• The Simulation Center will follow the INACSL Standards of Best Practice: Simulation

Professional Integrity2 criterion one through four for required attributes for Facilitator, Debriefers, Staff, and Learners.

37. Facilitation – See Simulation Center Debriefing SOP and Simulation Center Training Program.

38. Strategic Planning – a. Strategic Planning is drafted, edited, and approved by the Institutional Effectiveness for the

organization.

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b. The Strategic Plan is normally written for the future of 3 to 5 years. c. Each department will create an Annual Plan based off of the Strategic Plan and submit this to

the Institutional Effectiveness Department for review and approval.

39. Annual Planning – a. Annual Planning occurs annually and is based upon the Strategic Plan for the organization.

The goals can be immediate or over the following year. b. The department head or program director is responsible for drafting the initial Annual Plan

Report. c. Annual review process to indicate the progress of the program/department is completed with

the Department of Institutional Effectiveness.

d. Annual Plan has the following criteria: i. Strengths ii. Weaknesses iii. Opportunities iv. Threats v. Targeted Strategic Plan Objective # vi. Program/Department Objective vii. Action Strategies viii. Methods of Assessment and Measurement Standard ix. Financial Cost x. Summer and use of assessment results

40. Quality Management System

The Simulation Center is always evolving to improve all aspects of the center.

a. At the end of each semester the program will be reviewed for improvements. i. Examples of areas of improvement:

1. SOP 2. Training Program 3. External Program 4. Equipment 5. Vendors 6. Moulage 7. Mannequins 8. Misc areas

b. A combination of the learner’s surveys, Advisory Committee suggestions, Alliance Group

Committee suggestions, and any documented external suggestions will be utilized to review the program.

c. At the Advisory Committee meeting a list of priorities for improvement will be presented. The Advisory Committee will vote on improvements.

d. Once a decisions has been made for improvements the Simulation Operations Coordinator

will lead the improvement task.

e. Once the improvements have been made the Simulation Operations Coordinator will report to the Advisory Committee.

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41. Program Complaints/Concerns

At any time a complaint or concern can be brought to the Simulation Operations Coordinator. Once a complaint has been brought to the Simulation Operations Coordinator it must thoroughly be reviewed. All complaints/concerns are to be sent to the Simulation Operations Coordinator via email.

a. Once the documented complaint/concern has been received it shall be reviewed by the Simulation Operations Coordinator.

b. Escalation of the complaint/concern will be determined by the Simulation Operations

Coordinator to the following areas:

i. Dean of Allied Health ii. Security III. Human Resources IV. Simulation Advisory Committee

c. All complaints/Concerns and the resolutions will be discussed at the Simulation Advisory Committee meetings.

d. All complaints/Concerns will have a documented resolution and be communicated to the person(s) concerned in the compliant/concern.

42. Ethical Standards a. The Simulation Center Program will abide by ethical standards by following the INACSL

Standards of Best Practices for Simulation and NCBSN standards.

b. Standard Operating Procedures have been written to be in compliance with both entities.

43. Support Staff for the Simulation Center includes: a. Director/Coordinator b. Trainer c. Simulation Technicians

44. Virtual Reality System – Acadicus a. Acadicus is the Simulation Center’s Virtual Reality System to help provide virtual skills for the

Allied Health Department. (See Virtual Reality – Acadicus SOP).

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ATTACHMENT A (Example)

Simulation Center Request Form

Name of Department: _________________________________________

Date of Requested Simulation and Timeframe: _______________________

Description of Simulation Needed: _________________________________ _____________________________________________________________ _____________________________________________________________ Faculty Member Assisting Group: __________________________________

Contact Info: ___________________________________________________

Simulation Operations Coordinator to fill out:

Rooms/Simulators in Sim Center Being Utilized (Simulation Coordinator):

Rooms/Simulators in Sim Center Being Utilized (Simulation Coordinator):

___ Super Tory (Neonate) ___ Pre-Hospital

___ Dax ___ No Mannequin ___ Apollo ___ NICU ___ OB Room ___ Trauma ___ Pediatric ___ Other

Simulation Staff Approval Signature _________________________________________ Date/Time Received Request: _____________________________________________

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ATTACHMENT B (Example)

Simulation Center Needs Assessment Form

Name of Department: _________________________________________

Faculty Member: __________________________________

Purpose of Simulations/Scenarios Needed:

Objectives/Goals:

Debriefing Framework:

Educational Learning Theory:

Test Pilot Plan:

How many students in each class:

How often are simulations rotated:

Type of student:

Fidelity Required:

Environment:

Bedside Lectures:

Task training:

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Examination of: Knowledge: Skills: Attitudes/Behaviors: Organizational Initiatives: Systems Analysis: Clinical Practice Guidelines: Quality Improvement Programs: Patient Safety Goals:

Progression of Case:

Comments:

Requestor Approval Signature _____________________________________________ Simulation Staff Approval Signature _________________________________________ Date/Time Received Request: _____________________________________________

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ATTACHMENT C (Example)

Simulation Center Audio/Video Debriefing Form

I understand that while participating in sessions within the Simulation Center my participation may be captured and stored via a video capture system that is operated by the Simulation Center.

The audio and video that is captured and stored may be used as a teaching or debriefing tool during the session that I am participating in.

The audio and video that is captured and stored will be available to the Simulation Operations Coordinator, the Dean of Allied Health, Director of the Department, and Lead Instructor(s) for the semester it was recorded in unless ONE of the following exceptions apply:

1. If the video is deemed to be a training tool for future students then permission of all students/instructors/adjuncts/faculty & staff will have to be obtained prior to usage.

2. If the video is a determinant in a student’s grade, this video is retained for a period of 30 (thirty) days under the following criteria:

a. Leaving the program.

b. Completing the program.

3. If the video determines credentialing or certification of users, this video is retained until the credentialing or certification expires.

4. The video recording is part of a research project. If the video recording(s) are part of a research project, they are kept for the duration of time stated in the project’s proposal. If additional time is needed for data collection or analysis, the Lead of the project must specify this need prior to project completion.

Captured audio and video will not be available for general access and use. The audio and video captured will not be used for promotional or presentation purposes without getting permission from the Simulation Operations Coordinator and the

student(s) to do so. Students are not allowed to copy or record any recordings during Debriefing with their cell phones or any other electronic device. Audio and video recordings are stored on a storage system that is housed in the Simulation Center. The stored video is only accessible with the use of a username and password. Personnel that are granted credentials for access will only be able to see content that is assigned to them by the Simulation Operations Coordinator. I have read and understood the information in the document.

Name Date

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ATTACHMENT D (Example)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT D (Example cont.)

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ATTACHMENT E (Example)

Simulation Center Maintenance Report Form

Activity/Issue Resolution Representative

Initials & Date

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Attachment F (Example)

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Attachment F (Example cont.)

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Attachment G – Facilitator Evaluation

Facilitator Evaluation Scenario: Date(s) of Scenario:

Facilitator: Today's Date:

Each Facilitator will be evaluated by the Simulations Operations Coordinator annually. Evaluations are intended for Facilitator improvement and professional development for the Simulation Center.

Str

on

gly

D

isag

ree

Dis

ag

ree

Neu

tral

Ag

ree

Str

on

gly

A

gre

e

1) The instruction was consistent with scenario content:

2) The Facilitator was knowledgeable in the scenario and skills completed:

3) The Facilitator was professional:

4) The Facilitator was supportive of the student learning:

5) The Facilitator demonstrated a positive attitude and created a positive environment for students:

6) The Facilitator guided the students through Pre-Briefing, the scenario, and Debriefing appropriately:

7) The students were allowed to progress through the scenario uninterrupted (other than for safety reasons):

Comments:

Evaluator Name: Date:

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Attachment H – Student Rubric

Student Name: _____________________________________ Date:______________________________

Objective Need Improvement (1) Adequate (2) Excellent (3) Scores Notes

Professionalism Athletic attire, Dirty White

Coat, No introduction

Casual Attire, White coat, Good

Introduction.

Business casual, Clean White coat,

manners/proper introduction.

Empathy Inappropriate laughter, no

acknowledgment of patient

complaint

Acknowledgement of pain,

attentive to complaints

Demonstrate an understanding,

positive reinforcement,

compassionate

Communication Use of excessive medical

terminology toward patient,

(mumbling, stuttering,

speaking too fast)

Use of open & closed ended

questions, student articulates,

spoken clearly to patient.

Student asks direct questions,

stays focused, follow up questions

with a conversational manner

Teamwork Arguing amongst colleagues, no

clear roles

Roles are clearly identified,

closed-loop communication

Roles are upheld, respect

between students, concise

communication

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Decision Making Unclear information received,

unable to process procedural

information.

Good decisions leading to

diagnosis, ability to process

procedural information

Student’s confidence and

readiness to make accurate and

concise decisions leading to

diagnosis with the ability to

process

Situation Awareness Flustered, indecisive,

confused

Aware, ready, controlled Calm, expediency of decisions,

attentive

Assessment Lack of detailed assessment,

plan or follow-up, and possible

differentials

Display of thorough assessment

with possible differential

Detailed assessment followed by

possible differential and complete

follow-up plan

Treatment Lack of treatment,

inappropriate treatment

Correct treatment protocol Treatment effectiveness in a

timely manner

Total Score

Evaluator: Date:

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Attachment I – Clinical Hours Form

Simulation Clinical Hours Form

Name of Student: _________________________________________ Program/Department: ______________________________________________ Faculty Member of Department & Contact Info: _____________________________________

Type of Simulations/Scenarios Needed:

How many simulation experiences required:

Required elements for clinical:

Objectives/Outcomes: Clinical Time Assigned: 2:1 3:1 Other: _____________

Comments:

Lead Instructor Approval Signature & Date: _________________________________________ Simulation Staff Approval Signature & Date: _________________________________________ Dean of Allied Health Approval Signature & Date: _____________________________________

Revision: 1 (1/14/2020)

REFERENCES

1. “INACSL Standards of Best Practice: SimulationSM Simulation Design.” Clinical Simulation in

Nursing, vol. 12, 2016, doi:10.1016/j.ecns.2016.09.005.

2. “INACSL Standards of Best Practice: SimulationSM Participant Evaluation.” Clinical Simulation in

Nursing, vol. 12, 2016, doi:10.1016/j.ecns.2016.09.009.

3. “INACSL Standards of Best Practice: SimulationSM Outcomes and Objectives.” Clinical Simulation in

Nursing, vol. 12, 2016, doi:10.1016/j.ecns.2016.09.006.