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

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Scenario Writing 101


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    1. Scenario Writing 101 Cheryl Feken Dixon RN MS Assistant Professor of Nursing Clinical Simulation Coordinator Tulsa Community College cfeken@tulsacc.edu

    2. 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

    3. 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

    4. 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

    5. 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

    6. 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

    7. 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

    8. 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)

    9. Plan

    10. 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

    11. 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

    12. 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

    13. Critical Components • Adequate preparation • Demeanor of the individual running the simulation the simulation • Debriefing at the conclusion of the experience

    14. Getting Started

    15. Writing and Programming a Scenario Live Demonstration

    16. Picking the Right Manikin for the Job

    17. 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)

    18. 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

    19. Vital Sim Capabilities Wounds Secretions

    20. Vital Sim Capabilities Broken Bones Ostomy

    21. Vital Sim Capabilities PEG Feedings Head Injury

    22. 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

    23. 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.