Teaching with Simulation Lessons

Are you intimidated by the word “simulation”? Teaching with simulation has gained its popularity due to its positive impact on student outcomes. Simulation modules here are lessons to train you how to teach effectively with simulation. It covers the basics to advanced applications. There are also tools to help you plan your simulation, develop your simulation scenarios, and track students’ outcomes. Simulation will be a powerful teaching tool for you. You will not be intimidated by the word “simulation” again.

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Please click on a lesson below to learn more.

Sim 101: Introduction to Clinical Simulation

Author: Diana [Taibi] Buchanan, PhD, RN

Audience: Beginners, Instructors, Clinical Educators, and Professors

Run time: 15 minutes, 14 seconds

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Simulation is a teaching technique in which the learner practices in a situation that mimics a real-life event. Simulation is used for learning skills in situations that are relatively uncommon or high-stakes, such as the need for an aircraft to make an emergency landing. In healthcare, simulation provides unique opportunities for learners to practice and hone clinical skills and critical thinking with the same complexities and distractions that are present in the real clinical setting. Skills such as error recognition and interprofessional team functioning can be taught without placing actual patients at risk or discomfort. Given these distinct advantages, simulation is becoming an increasingly popular teaching approach for higher education and continuing education. This lesson reviews the reasons for the growing popularity of simulation and introduces basic concepts in clinical simulation. This lesson provides foundational knowledge for subsequent lessons in the Teaching with Simulation module.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Describe what clinical simulation is and why its use is expanding.
  2. Explain advantages of teaching with clinical simulation.
  3. Describe the steps of planning and teaching with a clinical simulation scenario.
Sim 102: Pedagogical Approaches in Simulation for Developing Critical Thinking

Authors: Diana [Taibi] Buchanan, PhD, RN and Suzan Kardong-Edgren, PhD, RN

Audience: Beginners, Instructors, Clinical Educators, and Professors

Run time: 24 minutes

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Simulation is a potentially powerful teaching approach. The simulation experience engages students in a way that requires independent use of critical thinking and clinical reasoning. Debriefing provides students the opportunity for reflective learning and integration of their knowledge with the experience they gained in simulation. However, poorly planned, organized, and executed simulations can result in student frustration and failure of the exercise to meet the learning objectives. Sim 102 presents pedagogical principles to guide teaching with simulation. We discuss various theories of learning as well as effective teaching approaches.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Describe the application of selected educational theories to planning and teaching simulations.
  2. Discuss elements of evidence-based simulation pedagogy.
  3. Discuss strategies for promoting the development of clinical reasoning.
Sim 103: Designing and Writing a Simulation Scenario

Author: Diana [Taibi] Buchanan, PhD, RN

Audience: Beginners, Instructors, Clinical Educators, and Professors

Run time: 20 minutes

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The effectiveness of any teaching method depends in large part on good planning. This is especially true of simulation. Both students and instructors must come well-prepared to participate in the active learning experiences. This lesson presents the steps necessary in planning an effective simulation experience for students and provides some tools to help instructors in scenario planning.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Write a basic simulation scenario using the InCITE Scenario Development Template.
  2. Complete a basic scenario storyboard for directing the scenario progress to meet the learning objectives.
  3. Describe the process for planning lab set-up and for testing a scenario before teaching with it.
Sim 104: Briefing and Debriefing—The Key to Learning in Simulation

Author: Suzan Kardong-Edgren, PhD, RN

Audience: Beginners, Instructors, Clinical Educators, and Professors

Run time: 20 minutes

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Debriefing is where the learning happens in simulation. This lesson provides a basic overview of debriefing, considerations in debriefing, and some examples of techniques used in debriefing. It is not meant to be comprehensive but will familiarize a novice debriefer to the role and responsibility of a debriefer.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Describe considerations for the debriefing space.
  2. Discuss why debriefing is necessary.
  3. Discuss different methods of debriefing for different levels of learners.
  4. Recognize good and bad debriefing behaviors.
Sim 201: How to Evaluate Learning Using Simulation

Author: Sharon Wilson, RN, MSN, FNP-BC

Audience: Intermediate Level Learners; People with Some Simulation Experience

Run time: 29 minutes, 30 seconds

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This lesson is divided into two parts. Part one will provide an overview of the use of simulation to assess and evaluate competencies in simulation by learners from various healthcare settings and levels of expertise. The lesson is intended to provide the basics of embedding assessment and evaluation into simulation experiences. The focus of the second lesson will be the selection of a method and tool for either assessment or evaluation appropriate to the simulation desired outcomes. In addition, developing a remediation plan and addressing factors related to language and culture will be reviewed briefly. An unfolding case study will be used to illustrate these concepts.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing Part 1 of this lesson, the learner will be able to…

  1. Compare the concepts of assessment and evaluation.
  2. Review 3 learning theories to guide creation of simulation experiences to assess and evaluate clinical performance.
  3. Apply knowledge of assessment, evaluation, and competency to design tool items for measuring learner performance based on a case study.

Upon completing Part 2 of this lesson, the simulation educator will be able to…

  1. Select methods to measure desired simulation outcomes.
  2. Select tools to measure desired simulation outcomes.
  3. Apply knowledge of methods and tools to create questions and activities for measuring learner performance based on a case study.
Sim 202: Matching Human Patient Simulators to Clinical Educational Outcomes

Author: Sharon Wilson, RN, MSN, FNP-BC

Audience: Intermediate Level Learners; People with Some Simulation Experience

Run time: 28 minutes, 48 seconds

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This lesson provides an overview of various clinical simulators and the factors to consider in selecting a simulator to achieve specific teaching and learning outcomes.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Identify the capabilities of a variety of simulator devices.
  2. Match simulator devices to clinical educational outcomes.
  3. Discuss factors to consider when selecting a simulator device.
Sim 203: Bringing Realism to Simulation

Authors: Chia-Ju Chiu, PhD, PT; Debra Liner, and Sharon Wilson, RN, MSN, FNP-BC

Audience: Intermediate Level Learners; People with Some Simulation Experience; Any Level of Learner Can Benefit

Run time: 11 minutes, 39 seconds

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This lesson provides an overview of simulation fidelity domains and introduces moulage and staging techniques that will bring simulation scenarios one step closer to real-world.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Analyze scenarios for key elements in which moulage and staging will enhance fidelity.
  2. Describe the use of moulage and staging in teaching with simulation.
  3. Identify the available resources for moulage recipes, materials, and equipment.
  4. Apply the knowledge in setting-up a simulation scenario with moulage and/or staging incorporated.
Sim 204: Designing and Leading IPE Sessions

Authors: Daniel Low, BMedSci, BMBS, MRCPCH, FRCA

Audience: Intermediate Level Learners; People with Some Simulation Experience

Run time: 12 minutes, 13 seconds

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This lesson provides an overview of techniques of designing and leading IPE sessions that prepares a safe zone for students to learn and engage in a simulation scenario.

This online presentation includes audio, demonstrations, instructional methods, and examples.

 

Learning Objectives

Upon completing this lesson, the learner will be able to…

  1. Understand the importance of showing a ‘map’ of your content to the group.
  2. Describe the elements of how to prepare for an IPE session.
  3. Recognize the need for students to feel safe in order to learn.
  4. Describe a few techniques to use to help engage students in an IPE setting.

Acknowledgements

The Teaching with Simulation Lessons  were developed with funding from a Health Resources and Services Administration (HRSA) faculty development grant: Integrated Technology into Nursing Education & Practice Initiative (ITNEP) (Grant U1KHP09543). Principal Investigators: Brenda K. Zierler, PhD, RN, FAAN (University of Washington), Suzan Kardong-Edgren, PhD, RN (Washington State University), Erin Pringle, MS, RN (University of Alaska-Anchorage), Glenna Burg, MS, RN (Montana State University), and Robin E. Pattillo, PhD, MEd, RN (Idaho State University).

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