in situ simulation integrating into the clinical environment l.
Skip this Video
Loading SlideShow in 5 Seconds..
In Situ Simulation: Integrating into the Clinical Environment PowerPoint Presentation
Download Presentation
In Situ Simulation: Integrating into the Clinical Environment

Loading in 2 Seconds...

play fullscreen
1 / 47

In Situ Simulation: Integrating into the Clinical Environment - PowerPoint PPT Presentation

  • Uploaded on

In Situ Simulation: Integrating into the Clinical Environment. Mike Nickerson DNP, APRN, FNP/GNP-BC, CEN, NREMT-P Clinical Simulation Coordinator Exeter Hospital, Exeter, NH Disclosures. NONE. Objectives.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'In Situ Simulation: Integrating into the Clinical Environment' - river

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
in situ simulation integrating into the clinical environment

In Situ Simulation:Integrating into the Clinical Environment


Clinical Simulation Coordinator

Exeter Hospital, Exeter, NH

  • Discuss the process of integrating In Situ simulation into clinical education.
  • List the “Pros” & “Cons” of In Situ simulation
  • Demonstrate a practical application of In Situ simulation in a clinical setting

In Situ1

    • “in the natural or original position or place”
    • Latin for “in place”
  • In Situ Simulation
    • Simulation that occurs in the physical environment of the target audience.
    • A way to practice and plan for low volume but high risk patient scenarios

1Merriam-Webster, 2011,

Assemble your team
    • Representative of all stakeholders
      • Educators, Simulation Experts, Senior Management, Unit Management, Clinical Staff, Medical Staff, and Support Staff
      • Usually, one person can answer for multiple stakeholders in order to avoid a large team.
  • Identify your champions
  • Have policies & procedures in place prior to first meeting
plan plan plan
Plan, Plan, Plan

Your Program Is Only As Good As Your Plan

  • The Plan
    • Should follow an already established procedure
    • Always start by identifying the program objectives
      • “Who is our target audience?”
      • “What do we want to achieve with training?”
      • “When will we do the training?”
      • “Where should we do the training to best achieve our desired outcomes?”
      • “Why should we do this training”
      • “How will we achieve our desired outcomes?”
plan plan plan9
Plan, Plan, Plan

Simulation Should Fit Your Objectives, Not Your Objective To Fit Simulation

  • The Objectives
    • When possible use an already established curriculum as a guide
    • Learner-centered, experiential objectives work best with simulation
    • After writing the objectives, ask this question:
      • “How will simulation enhance the curriculum and help achieve the objectives?”
plan plan plan10
Plan, Plan, Plan

The Simulation Questions

  • Low tech or high tech?
  • SimLab or In Situ?
  • Written scenario or “on-the-fly”?
  • Fidelity, Fidelity, Fidelity
    • “What level of realism do I need?”
      • Environmental
      • Psychological
      • Physical
the foundation
The Foundation
  • Establish your SimLab educational program
    • Credibility of Sim Educators
    • Less stressful environment for learners
      •  enjoyment
      • Helps establish simulation as a viable educational tool
      • Get used to using interactive scenarios and manikins
    • Incorporates a more traditional educational approach
      • Can meet multiple learning styles
      • “See One, Do One, Teach One”
      • Time frames much more dynamic
the foundation13
The Foundation
  • Introduction of In Situ simulation program
    • Build off of lessons learned from your SimLab program
      • Curriculum design
      • Scenario design
      • Working with stakeholders
    • Educate your educators
      • More than just a mock code
      • Logistical constraints
    • Educate your Champions
      • Unit disruptions
      • Time constraints
      • A much richer educational experience
the foundation14
The Foundation

Logistics, Logistics, Logistics

  • Equipment
    • “What equipment do we need?”
    • “How will we get it to the unit?”
    • “Who will be responsible for moving the equipment?”
    • “Where will we set-up the equipment?”
    • “How much time do we need to set up and take down the equipment?”
    • “What unit equipment & supplies can we use?”
the foundation15
The Foundation

Logistics, Logistics, Logistics

  • Equipment
    • Develop an equipment & supplies checklist
    • Assign 1 person to be in charge of moving equipment
    • Put together travel totes
    • Color code all connections; Label all cables & cords
    • Plan ahead; be prepared for the unexpected
the foundation16
The Foundation

Logistics, Logistics, Logistics

  • The In Situ simulation
    • Develop policies and procedures
      • “Does proposed program meet our Simulation Program’s mission, vision and values?”
      • “Who is the lead simulation educator for this program?”
      • “Who is the unit point person?”
      • “Do the program objectives require this level of environmental fidelity?”
    • Scenario Development
      • Should be a joint effort between all stakeholders
      • Follow a prescribed outline
the foundation17
The Foundation

Logistics, Logistics, Logistics

  • The In Situ simulation
    • The Participant Wrangler
      • Need to “encourage” the unit leadership to take on this role
      • Identify the key players
      • How many and what types of participants do we need
      • What is the plan if unable to secure key participants
    • No shows and Cancellations
      • Who can cancel a program?
      • Timeframe for cancellation?
      • If no shows up, what next?
the structure
The Structure

Theoretical Framework

  • Find one that fits with your organizational mission, visions and values
  • Consider the choice of a TF a journey of discovery with your educators
  • Use it as your guide to curriculum design
the structure19
The Structure

Adapted from: Jeffries, P. R. & Rogers, K.J., 2007, Theoretical Framework for Simulation Design. In P. R. Jeffries (Ed.), Simulation in Nursing Education: From Conceptualization to Evaluation (p. 23). New York: National League for Nursing.

the structure20
The Structure

Evaluate the Request

  • “Is this consistent with overall simulation program goals?”
  • “Do we have the personnel available to undertake this request?”
  • “Are the objectives of the proposed In Situ simulation better achieved in the simlab?”
the structure21
The Structure

Evaluate the Request

  • “Does the proposed location meet the requirements for a successful In Situ simulation experience?”
    • Size of space
      • Observer space
      • Debriefing space
    • Achieves necessary fidelity
  • “How likely are the proposed participants to show up?”
the structure23
The Structure

Plan the In Situ Simulation

  • Assign a lead sim educator
  • Representative sample of stakeholders
    • Choose a lead stakeholder
    • Refine objectives
    • Develop scenario(s)
  • Meet with sim team
    • Logistics
    • Assignments
the structure24
The Structure

Plan the In Situ Simulation

  • Use an established outline
the finish work
The Finish Work

“An ounce of prevention is worth than a pound of cure.”

  • Test the scenario
    • With the educators and stakeholder lead(s)
    • In the SimLab
    • If possible, on the unit
  • Huddle with sim educators prior to start
    • Review roles
    • What’s not working!
      • Plan B, C, & D
    • Sync watches
  • Debriefing
    • Separate room or same room?
    • Use of video
      • Equipment constraints
      • Time constraints
    • Control of the crowd
    • Keeping to the objectives
    • “What do we do with all of the excellent suggestions for process improvement we are getting?”
    • Leave time for evaluations
on going structural maintenance
On-going Structural Maintenance
  • Evaluations
    • Review & collate to look for trends
  • Follow-up
    • Sim educator lead to meet with unit team to continue process improvement discussions
    • Summary of simulation
      • Sim educator lead meets with recorder
      • Send to all stakeholders
      • Acknowledge the learners time commitment and dedication to learning
on going structural maintenance28
On-going Structural Maintenance
  • Sim Education Team Debrief
    • Review evaluations
    • What went well; What didn’t go so well
    • Suggestions for improvement
    • Equipment & supplies
    • Assure follow-up with stakeholders
in situ in action

In Situ in Action

Vaginal Birth After Cesarean


VBAC SimulationPlanning

Things to do for preparation:

• Mock up uterus/skin

• Equipment up to EH day prior

• Gail getting paperwork prepped week prior (roster, eval, certs)

• Observers/educators with badges and/or colored scrubs

• Emphasize to participants that educators and observers may not talk, prompt or help. If they need more help they need to request who they would want to help (i.e RRT Pedi; Code Maroon-OBS)

• Look for role clarification

• Educate OB where the abdomen is to make incision on manikin

• Use non-staining product to use for mock blood


VBAC Simulation

The Scenario


VBAC SimulationImplementation

Facilitating &

Preparing for Newborn


VBAC SimulationImplementation

Newborn Resuscitation Team


VBAC SimulationImplementation

Closing the Abdomen

Scenario Ends



Is there an interest in starting a local simulation networking group?