Simulation is a “strategy – not a technology – to mirror, anticipate, or amplify real situations with guided experiences in a fully interactive way.” Simulation allows students to participate in a variety of scenarios to help them practice in a life-like, hands-on situation. During simulation, many times a simulator is used and this simulator “replicates a task environment with sufficient realism to serve a desired purpose.” Definition obtained via http://www.ahrq.gov/ The simulation environment whether using a high-fidelity mannequin or a standardized patient must be an environment of safety for the students and faculty alike where confidentiality is maintained.
- Realistic client situations can be reproduced
- No threat to client safety and ethical concerns are minimized
- Active learning occurs
- Specific and unique client situations can be created
- Errors can be corrected and discussed immediately
- Consistent and comparable experience can occur for all students
- Maximal amount of learning time
- Experimentation and creativity are allowed
- Self-evaluation is promoted
- Feedback can be elicited
- Decision making can be promoted effectively
Simulation Scenarios and skills laboratory sessions – During Scenario sessions and laboratory sessions the student is expected to:
- Wash hands
- Introduce self to client if applicable
- Use standard client identification procedures if applicable
- Use standard precautions before, during, and after simulation experiences and laboratory experiences
- Demonstrate initial primary assessment and data collection skills (ABC’s)
- Effectively communicate with client, families, peers, and other members
- Use the five rights of medication safely
All participants in the skills/simulation laboratory should receive a thorough orientation to not only the environment and the mannequins, but also to the expectations. For most simulations, there will be work required prior to entering the simulation environment that will prepare the student to actively participate in the learning roles.
Debriefing provides immediate feedback and is a reflective critical thinking analysis and communication tool for participants of the simulation exercise.
The purpose of the debriefing assessment is to provide an intensive post conference and active evaluative process driven by peers and instructors. Students participate in a reflective analysis of how they performed and answer critical thinking questions. Some recommended styles of debriefing are as follows: Structured Debriefing, Debriefing for Meaningful Learning, Debriefing with Good Judgment, DASH (Debriefing Assessment for Simulation in Healthcare).
Inventory and Supplies
It is the policy of The College of New Jersey SIM to maintain and update center facilities and equipment by inventory of usage. The center staff will replenish equipment and supplies as necessary to meet the needs of the users. The simulation center staff orders software, equipment, medical supplies, etc.; monitors equipment, and troubleshoots and resolves technical issues. When supplies are running low, the faculty members should notify simulation center staff to allow for restocking or ordering. Any damaged, malfunctioning, or missing equipment / furniture / supplies found must be communicated to the clinical simulation center’s staff via email.