Hello Crissy, I help with simulation at the University of Phoenix and their model include 2 sessions for each scenario. The second time we may change the "confederate's" role a little - for example have them play it a little more anxious or angry to change the dynamics, but the patient stays the same.
In my home school students constantly want to repeat the experience. Our best results came from when we did a long and involved simulation due to lack of pediatric clinical. We did 4 patients where three students took report, they took care of the patients on their ward for 2.5 hours (30 minutes for report). As you can imagine lots of learning took place including the need to change how they organize and prioritize. Then we repeated the experience with the same patients but 3 days later in their hospital care (one patient ready for discharge, one is now post-op, one bounced back after being home one day, and one developed complications). That way they could move forward. The students who planned in advance due to their previous learning were able to avoid the same pitfalls. This kind of set up is intensive, but we run it over the weekend so we can leave it up and get all students through - one set up, one take down.
Diana Breed (MCC Simulation Coordinator)