Developing Simulated Learning Experiences

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Re: What do students do when not in simulation
by Diana Breed - Thursday, October 5, 2017, 9:37 AM

I understand your frustration with lack of faculty.  It is hard to keep everyone engaged when you aren't in the room.  You might want to try what we call --- lengthened, interactive simulations. We have a larger lab room with vita sims and one high fidelity patient.  This process has worked for 5-8 hours with 10-12 students.  

1.  Report:  We give report to the entire group, as if going off shift.  They take report on blank sheets of paper, then transfer to a "report" or "brain" sheet of their choice

    a.  Situational Awareness Moment (all students participate in the discussion):  What was important to write down?  What priorities do you know based on report?  What is now on your to do list? Does your report sheet work, what is it missing? (if more than one patient - Who do you need to see first?)

    b.  Documentation:  Students are then allowed to sign into their electronic health care record (we use DocuCare by Lippencott) and determine important information - they have limited time (we clock them) so they have to focus on priorities.

2.  Patient Care (step 1):  Each student is assigned a number.  We draw from a hat and two students go to the bedside and care for the patient - the rest are watching from the tables and are documenting what is happening (this makes for a rich discussion later as they fill in the many vital signs and assessments to go along with the lab results we release)

    a.  Situational Awareness Moment (first two student sit with the group and we start discussion)  What is happening with the patient?  What assessment findings did we get?  Which ones do we need to react to?

    b.  ISBARR -  the students from the bedside role-play their report to the LIP, orders are given.  

    c.  Situational Awareness Moment (all students participate):  critiquing report, correcting any issues.  Then the group prioritizing the orders and with the more advanced students we discuss what we can "delegate" to other members of the healthcare team.  

3.  Patient Care (step 2):  Next set of students provide care -- taking over where the last left, implementing the orders, reassessing.  

    a.  Situational Awareness Moment - and the care just continues.....

Let me know if you have any questions.  The students stay engaged the whole time, there is no misconceptions in the "viewing" room, because they have them answered each time we stop and evaluate our next steps.   We have had good luck with this - even though it takes time and a larger room, we only need one or two people to run it.  Diana