Teaching with Pre-Programmed Scenarios

1. Teaching with Pre-Programmed Scenarios

2. Laerdal Scenario Package Components

3. Tray CD box with Installer guide Poster Additional materials

4. Begin with the End in Mind

5. Review learning Objectives • Verify that objectives match the program’s learning goals and the learner’s current skill level. • When learning objectives are revised, update the content areas that are inter-dependent such the scenario file, props and other cues, and debriefing points

6. Review Scenario Flow Sheet • Develop an understanding of your starting point • Preset Baseline Parameters • Understand the flow of the scenario • Good pathways • Bad Pathways

7. Review Correct Treatment • Review the correct treatment guidelines – determine what behavior the learner should demonstrate during the simulation. • Remember, any changes made to this area must also be addressed in the learning objectives and other interdependent content areas.

8. Review Debriefing Points • Debriefing topics are usually anchored to the scenario’s learning objectives and educational content. • Instructors are encouraged to remain flexible when formulating debriefing topics. Unexpected events may occur during a case that warrants exploration during the debriefing.

9. Review Scenario Files

10. Review Scenario File • The scenario file contains frames, actions, and event triggers. • View using scenario editor. • Frames are like storyboards. • Key Terms: • Actions • Events

11. Anatomy of a Scenario File • Customize patient information and patient monitor. • Actions: control simulator. • Handler: link learner’s performance and actions (optional). • Event Output: trigger movement between frames. • Trend: physiological change over time.

12. Review Event Menu • Electronic checklist of customizable events. • Events appear in Event Log when clicked by operator.

13. Event Menus Events that are added or edited in the Event Menu appear in the Graphic User Interface (G.U.I.)

14. Review Physiological Trend • Trends enable changes to vital signs over time. • Trends may be altered to meet specific learning objectives. • Saved trends may be inserted into any scenario

15. Review Event Handler • Handlers link events to actions. • Handlers may be customized and inserted into any scenario.

16. Prepare the Event and the Simulator • According to evidence within the simulation literature, the psychological fidelity (realism) of a simulation is important to learners. • Learner prefer cases that feel real

17. Prepare the Environment and Simulator • Assemble Equipment and Medications. • ECG monitor. • Stethoscope and BP cuff. • Crash cart. • Chart. • Medications. • Prepare the Environment. • Examination room. • Sounds (phones ringing, etc.). • People (assistants, physician, and technicians). • Prepare the Simulator. • Dressed appropriately. • Moulaged as needed (blood, vomit, etc.). • Props (pill bottles, inhaler, etc.).

18. Prepare the Learners • Learners are more likely to succeed when they know what is expected of them. This section provides tips on how to prepare learners for a simulation. • Examine the simulator prior to the simulation. Review features and capabilities (voice, pulse points, drug administration, etc.) • Permit the learners to acclimate to the new learning environment. • Review learning objectives. • Report to Student • Discuss roles.

19. Prepare The Learners

20. Use Realistic Materials Provider Orders   Patient Identification Bracelet

21. Instructor’s Role During Simulation • Behavioral guidelines for facilitating a healthcare simulation • Welcome the learners and communicate your expectations about their clinical performance, affective behavior and professionalism. For example: • “Welcome – You are about to participate in a simulated patient case. The patient has a chief complaint – I expect you to assess the patient and manage her to the best of your ability. Treat the simulated patient as an actual human patient. This case lasts approximately 10 minutes. We’ll debrief as a team following the case.” • Emphasize the simulator’s features. For example: • “I expect that you will ask the patient questions and actually assess their vital signs – please do not ask me for this information.” • Permit the learners to ask questions prior to the simulation.

22. Instructor’s Role during the Simulation • The instructor may begin the case when the learners are ready. Positioned at the computer, the instructor observes the learners performance and registers events using the Graphic User Interface. • The instructor must decide under what conditions they would interrupt the simulation. • For example, safety-related violations that may injure a learner warrant intervention while a learner’s deviation from the learning objectives is an opportunity for all parties to learn and may not warrant interruption. Typically, when in a testing situation, the instruction would not offer cues and advice to the learner. When teaching, it is not uncommon to pause a simulation to offer assistance to the learner.

23. Simulation User Network Website http://simulation.laerdal.com

25. Questions

26. Laerdal Scenario Packages • Our scenario packages: • Are easy to use and modify • Are cost effective • Work on a variety of platforms • Are created in alliance with highly credible clinical and educational partners • Are rigorously validated