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 programs
  learning goals and the learners 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
  scenarios 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 learners 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
Instructors 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. Well debrief as a team following the
  case.
• Emphasize the simulators 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
Instructors 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
  learners 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
24
(No Transcript)
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