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Scenario Writing 101. Cheryl Feken Dixon RN MS Assistant Professor of Nursing Clinical Simulation Coordinator Tulsa Community College [email protected] Goal of the Session. Describe resources available for identifying simulations applicable to the facility or educational needs

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Scenario writing 101

Scenario Writing 101

Cheryl Feken Dixon RN MS

Assistant Professor of Nursing

Clinical Simulation Coordinator

Tulsa Community College

[email protected]


Goal of the session
Goal of the Session

  • Describe resources available for identifying simulations applicable to the facility or educational needs

  • Discuss resources that facilitate the process for simulation writing

  • Identify tools needed for simulation writing

  • Develop a simulation


Resources
Resources

  • Risk Management Team

    • http://www.medlaw.com/healthlaw/HOSPITAL/6_2/nurse-charged-with-felony.shtml

  • Joint Commission (National Patient Safety Goals)

    • http://www.jointcommission.org/

    • http://www.jointcommission.org/patientsafety/nationalpatientsafetygoals/

  • IOM

    • http://www.iom.edu/

  • Hospital Education Department

  • Malpractice cases/Nurse Lawyers


Resources for simulation ideas
Resources for Simulation Ideas

  • Assess for unit needs or course needs

  • Essential experiences needed

  • Psychomotor skills

  • Education

    • Theory content

  • Case studies

  • Clinical experiences

    • Care plans

  • Journal articles

often include history, symptoms, lab values etc


Resources to guide the process
Resources to Guide the Process

  • International Association for Clinical Simulation Learning (INACSL)

    • www.INACSL.com

    • http://www.inacsl.org/2009Conference.pdf

  • Society for Simulation in Health Care

    • http://www.ssih.org/public/

  • Simulation Innovative Resource Center (SIRC)

    • www.SSIR.com


Resources to guide the process1
Resources to Guide the Process

  • University of Miami

    • http://academy.sonhs.miami.edu/content/view/43/126

  • Laerdal

    • http://www.laerdal.com/default.asp

    • http://www.laerdal.com/usa/flash/vitalsim/

  • Meti

    • http://www.meti.com/index.html


Designing the scenario
Designing the Scenario

  • Determine Purpose

    • Knowledge acquisition/skills proficiency/critical thinking evaluation

  • Determine environment

  • Flow of the simulation

  • Participants

  • Type of manikin

  • Operation mode of manikin

  • Equipment requirements

  • Peer review/Revisions


Essential
Essential

  • Assessment/Diagnosis

    • Identify what the participant needs to know

  • Essential for developing

    • Tool – writing the simulation

    • Determine outcomes/learning objectives

  • Level the experience appropriate for the participant

    • Evaluate participant’s current skill sets

    • Evaluate participant’s critical thinking

      (Novice/Advanced Beginner/Competent/Proficient/Expert)



Tool writing simulation
Tool – writing simulation

  • Why use a tool

    • Organize thoughts

      • Outcome objectives & cognitive skills

    • Identify needs – for the mannequin, props for the room etc

      • Guide the set up

      • Guide the participant preparation

  • Scenario Planning Tool

    • Simulation in Nursing Education From Conceptualization to Evaluation

    • INACSL list-serve

    • Simulation User Network

      • http://simulation.laerdal.com


Identify outcomes objectives
Identify Outcomes/Objectives

  • What do you want the participant to gain from this experience?

    • Leveled appropriately

    • Right mannequin

    • Right equipment

  • Recognize and manage post-operative complications

  • Administer blood products utilizing hospital protocol


  • Cognitive skills
    Cognitive Skills

    • What knowledge does the participant need to bring to this simulation experience?

    • Care of post-op client

    • Pain management

      • Pharmacologic and non-pharmacologic


    Critical components
    Critical Components

    • Adequate preparation

    • Demeanor of the individual running the simulation the simulation

    • Debriefing at the conclusion of the experience





    Vital sim capabilities
    Vital Sim Capabilities

    • Variety of sounds with volume settings 0-9

    • Heart sounds - 8

      • normal, systolic & diastolic murmur, aortic stenosis, Austin flint murmur, friction rub, mitral valve prolapse,

    • Heart Rhythm – 24

    • Breath sound- 8

      • L and/or R lung

      • normal, course & fine crackles, pleural rub, pneumonia, rhonchi, stridor, wheezes, no sounds)


    Vital sim capabilities1
    Vital Sim Capabilities

    • Bowel sounds - 4

    • Fetal heart sounds

    • Vocal sounds - 7

    • Breathing rate 0-60 in increments of 2

    • BP - increments of 2

    • IV therapy

    • Wound sets


    Vital sim capabilities2
    Vital Sim Capabilities

    Wounds

    Secretions


    Vital sim capabilities3
    Vital Sim Capabilities

    Broken Bones

    Ostomy


    Vital sim capabilities4
    Vital Sim Capabilities

    PEG Feedings

    Head Injury


    High fidelity
    High Fidelity

    • SimMan G3

      • http://www.laerdal.com/doc/33202760/SimMan-3G.html

    • SimMan

      • http://www.laerdal.com/doc/7320252/SimMan.html

    • istan

      • http://www.meti.com/products_ps_istan.htm

    • MetiMan

      • http://www.meti.com/downloads/metiman_nurse_031609.pdf


    References
    References

    • Bremner, M., Aduddell, K, Bennett, D. VanGeest, J. The use of human patient simulators: best practices with Novice nursing students. Nurse Educator. 2006; 31(4): 170-174.

    • Jeffries, R. A framework for designing implementing, and evaluating simulations used in teaching strategies in nursing. Nursing Education Perspectives. 2005; 26(2):96-103.

    • Lamontagne, C., McColgan, J., Fugiel, L., Woshinsky, D., Hanrahan, R. Clinical simulation in nursing education. 2008; 4(1)

    • Seropian, M., Brown, K., Gavilanes, J., Driggers, B. An approach to simulation program development. Journal of Nursing Education. 2004; 43(4) : 170-174.


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