Collaborate

The Ambulatory Care Nursing Simulations provide complete teaching materials for planning and delivering simulation-based activities. The simulations cover topics that introduce learners to the ambulatory care setting and provide introductory experience with competencies important in these settings. Although each of the simulations may be used independently, the order in which the topics are presented is recommended to sequentially introduce concepts relevant to ambulatory care. A full educator’s guide is provided for all the simulations, and PowerPoint slides for delivering the simulations via synchronous distance learning (e.g., Zoom) are provided for most activities. In addition, student preparation materials are provided at https://collaborate.uw.edu/student-materials-ambulatory-care-nursing-simulations/. Please share this link with students to direct them to the Student Guides.

 

Annual Wellness Visit

The learner will conduct an Annual Wellness Visit (AWV) with a 78-year-old man. Students review the patient-filled Health Risk Assessment before the simulation session. During the simulation, students will explain the purpose of the AWV, clarify and gather additional information on the Health Risk assessment, and provide teaching on one identified concern. Debriefing will address RN roles, communication, assessment, safety and prioritization, and considerations for interprofessional collaborative practice.

Activity duration: 2 hours student preparation, 1.5-2 hours in simulation.

 

Managing the Electronic Health Record

This simulation-based experience provides students with practice reviewing and prioritizing Electronic Health Record (EHR) Inbox messages. During an asynchronous portion of the simulation (i.e., prior to the simulation session), students will (1) complete an online learning module reviewing the nurse’s responsibility for inbox management, (2) review inbox messages and select the top priority patient, (3) review chart information on the top priority patient. In the synchronous simulation session, students will (1) practice initiating a response call to a patient, (2) hear a full example of an RN call to the patient, (3) practice SOAP documentation of the telehealth encounter, and (2) practice giving an SBAR report to a behavioral health provider. Note that the PowerPoint provided should be used both for in-person or online delivery of the simulation.

Activity duration: 2 hours student preparation and completion of the asynchronous portion of the simulation, 1.5-2 hours in simulation.
Activity duration: 2 hours student preparation, 1.5-2 hours in simulation.

 

Telephone Triage: Pediatric

Students will respond to a call from the parent of an 11-month-old child with a rash. Use of a standardized triage template will lead the student to identify the rash as a non-emergent viral illness. In addition to learning to use standardized triage protocols, this simulation introduces pediatric care, family-centered care, telehealth communication, and use of SBAR for interprofessional collaborative practice. Educators might present this simulation in conjunction with Telephone Triage: Prenatal for varied experiences with telehealth.

Activity duration (use of this simulation only): 2 hours student preparation, 1-1.5 hours in simulation.
Activity duration (use of this simulation with Telephone Triage: Prenatal): 2.5 hours total student preparation, 2-2.5 hours in simulation.

 

Telephone Triage: Prenatal

Students will respond to a call from a 36-year-old woman experiencing morning sickness that is persisting into the early second trimester of pregnancy. Use of a standardized triage template will lead the student to recommend that the patient should be seen by the provider within 24-hours. In addition to learning to use standardized triage protocols, this simulation introduces perinatal care, telehealth communication, and use of SBAR for interprofessional collaborative practice. Educators might present this simulation in conjunction with Telephone Triage: Pediatric for varied experiences with telehealth.

Activity duration (use of this simulation only): 2 hours student preparation, 1-1.5 hours in simulation.
Activity duration (use of this simulation with Telephone Triage: Pediatric): 2.5 hours total student preparation, 2-2.5 hours in simulation.

 

Chronic Illness Self-Management: Pediatric Asthma

In this simulation, learners are caring for a 9-year-old boy whose parent brought him to the family medicine clinic requesting a visit for asthma exacerbation. The learner initially should assess the child’s urgent respiratory status and apply a standardized asthma care pathway. The learner will provide an SBAR report to the provider, administer medication with proper instruction, and address self-management teaching and planning once the patient is stabilized.

Activity duration: 2 hours student preparation and completion of the asynchronous portion of the simulation, 1.5-2 hours in simulation.

 

Psychological First Aid

The learner will play the role of an ambulatory care nurse checking on a patient presenting for her annual physical exam. The student will give the PHQ-9 and will find a score indicating moderate depression. The student should begin the RAPID approach to PFA (rapport building/reflective listening, assessment, prioritization, intervention, and disposition). At the end of the full scenario, the students will practice an SBAR warm hand-off to a behavioral health provider.

Activity duration: 2 hours student preparation, 1.5-2 hours in simulation.

Any questions can be directed to:
Diana Taibi Buchanan, PhD, RN
Associate Professor
University of Washington School of Nursing
dmtaibi@uw.edu

 

Acknowledgements

These simulations are supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $2,090,495 with 0 percentage financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS or the U.S. Government.

This website is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $2,798,890 with 0 percentage financed with non-governmental sources. The contents are those of the authors and do not necessarily represent the official views of, nor an endorsement, by HRSA, HSS or the U.S. Government.