Scenario%20Writing%20101

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Scenario Writing 101

• Cheryl Feken Dixon RN MS
• Assistant Professor of Nursing
• Clinical Simulation Coordinator
• Tulsa Community College
• cfeken_at_tulsacc.edu

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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

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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/natio
  nalpatientsafetygoals/
• IOM
• http//www.iom.edu/
• Hospital Education Department
• Malpractice cases/Nurse Lawyers

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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

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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

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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

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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

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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 participants current skill sets
• Evaluate participants critical thinking
• (Novice/Advanced Beginner/Competent/Proficient/Exp
  ert)

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Plan
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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

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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

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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

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Critical Components

• Adequate preparation
• Demeanor of the individual running the simulation
  the simulation
• Debriefing at the conclusion of the experience

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Getting Started
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Writing and Programming a Scenario

• Live Demonstration

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Picking the Right Manikin for the Job
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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)

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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

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Vital Sim Capabilities
Wounds
Secretions
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Vital Sim Capabilities
Ostomy
Broken Bones
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Vital Sim Capabilities
PEG Feedings
Head Injury
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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

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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.