WelcomeTeaching with Scenarios

Using VitalSim

Rob RupertEducational Services Specialist

Statement of Disclosure

Participants must attend the entire session in order to earn contact hour credit. Verification of participation will be noted by learner initial/signature on the roster.

Planners and presenters have declared the absence or presence of any real or perceived conflict of interest which might influence the planning of this activity.

“Speaker name goes here” has identified the following real or perceived conflicts of interest:Laerdal is covering travel and expenses for this program.

No commercial support has influenced the planning of the educational objectives or the content of this activity.

If there were any commercial support provided for this activity, it would be used for events that are not related to continuing education.

There is no endorsement of any product by the provider or NCNA associated with this activity.

It is expected that no presentation will relate to products governed by the Food and Drug Administration. But, during the course of this activity, if there is discussion related to such products, FDA-approved and non-approved

uses will be disclosed to participants.

Course Agenda

• 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?So where do I get a pre-programmed scenario?

Purchased Scenario PackagesPurchased Scenario Packages

From your colleague or through networking

……or COMING SOON for VitalSimor COMING SOON for VitalSim you can go shopping online you can go shopping online

Review Scenario Files

Review learning Objectives

• Verify that objectives match the program’s learning goals and the learner’s current skill level.

• 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

• Review the correct treatment guidelines – determine what behavior the learner should demonstrate during the simulation.

• Remember, any changes made to this area must also be addressed in the learning objectives and other interdependent content areas.

Review Debriefing Points

• Debriefing topics are usually anchored to the scenario’s learning objectives and educational content.

• Instructors are encouraged to remain flexible when formulating debriefing topics. Unexpected events may occur during a case that warrants exploration during the debriefing.

Actions: control simulator.

Event Output: trigger movement between frames.

Anatomy of a Scenario File

Review Event Menu

• Electronic checklist of customizable events.

• Events appear in Event Log when clicked by operator.

Upload Files

• Connect computer via USB to VS unit

• Open Log and Scenario

• Click Add

• Choose scenario

• Exit

Prepare the Environment and Simulator

• According to evidence within the simulation literature, the psychological fidelity (realism) of a simulation is important to learners.

• Learner prefer cases that feel real

Patient Identification Bracelet Provider Orders

Use Realistic Materials

Patient Information Card Documentation Form

Prepare Environment & Simulator

• 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

• 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

• 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

• 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

• 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.– 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

• Remember, every lab is different but roles remain consistent• Below are roles based 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

Let’s simulate!

1. Central Simulation, need volunteers to role play1. Primary Instructor (work with students)2. Secondary Instructor/Tech (work with computer)3. Primary Student Nurse4. Secondary Student Nurse5. Crowd: Observers

2. Divide into groups and replicate same central simulation1. Laerdal Representative at each table2. Prep/Run session ~10-15 min

3. Debrief as a group to share learning/discovery

Questions or Comments

Next Steps

• 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 Networkhttp://simulation.laerdal.com

Laerdal Services

Sales and Supportcustomerservice@laerdal.com

Monday – Friday, 8:00am - 8:00pm ESTSaturday & Sunday, 10am - 6pm EST

877-LAERDAL (523-7325)Fax: 1-800-227-1143

Statement of Disclosure

Participants must attend the entire session in order to earn contact hour credit. Verification of participation will be noted by learner initial/signature on the roster.

Planners and presenters have declared the absence or presence of any real or perceived conflict of interest which might influence the planning of this activity.

“Speaker name goes here” has identified the following real or perceived conflicts of interest:Laerdal is covering travel and expenses for this program.

No commercial support has influenced the planning of the educational objectives or the content of this activity.

If there were any commercial support provided for this activity, it would be used for events that are not related to continuing education.

There is no endorsement of any product by the provider or NCNA associated with this activity.

It is expected that no presentation will relate to products governed by the Food and Drug Administration. But, during the course of this activity, if there is discussion related to such products, FDA-approved and non-approved

uses will be disclosed to participants.

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