CLINICAL SIMULATIONS
Learning Outcomes:
Demonstrate critical thinking AEB individual and collaborative performance within the assigned scenario.
Utilize appropriate theory and skills to implement the nursing process individualizing it to meet client needs.
Manage complex patient needs in an effective and safe environment.
Preparation:  The Simulation day is considered a clinical day. You are required to wear your complete clinical uniform and identification badge.  You are expected to arrive on time.  Please bring your clinical paperwork (including labs, medications, & care plan forms), your stethoscope, and your skills lab bag. It is suggested you bring a bag lunch that day.  Access Blackboard prior to the simulation day and complete assignments and preparation readings and activities.
Patient Care and Intervention:  Students may be divided into 2 groups for the simulation experience.  Students will be assigned specific roles for the simulation.  Based on the clinical scenario presented, the students must develop a plan of care including nursing actions (interventions) necessary to stabilize the patient. Skills performance will occur at the bedside.  (Some information may be only available after the completion of skills).  At the end of the simulation, a comprehensive debriefing will take place. 
Skill Development:  The mannequin will be utilized for physical assessment and nursing care.  During the simulation, students may be asked to perform any skill previously learned.  
Paperwork:  Document the assessment findings of this patient onto appropriate semester paperwork based on the scenario presented.  Also, include medication sheet, lab sheet and care plan.  The group will work together to complete this paperwork.  The group should brainstorm to develop a list of possible nursing diagnoses; then prioritize the diagnoses.  Three (3) diagnoses should be identified as priority and fully developed in a comprehensive care plan (be sure to include at least one psychosocial nursing diagnosis).
**Any discussions or paperwork generated by the simulation experience MUST stay within the simulation group.  Sharing of the simulation information (verbal or written) outside of the group will be considered a HIPPA violation and result in a Personal Improvement Plan (PIP).**
Faculty Information:
Simulation is a means to have student’s practice “real world” situations in a safe and positive learning environment.  Students may make errors in judgment that in a real world situation could have dire consequences.  In simulations, students are given the opportunity to make these mistakes without causing “real” adverse effects; thereby, furthering development of critical thinking skills.  These skills are essential to enhance judgment and confidence.
The student is given the “scenarios” from which they must analyze the case.  It is helpful for them to utilize their DHAT to organize their assessment & thought process.  Simulation is student driven (meaning – the student MUST ask all the questions and perform based on the answers provided).  The instructor should not lead the student (this is sometimes challenging).
The actual “hands-on” assessment and intervention piece should take about 20 minutes for each portion of the scenario.  Some skills practice may take longer.  During this time the instructor should ONLY respond to the cues / questions from the student.  The remainder of the time is to be utilized by the students “working – up “the case.  Looking up unfamiliar diagnoses, medications, labs, etc., formulating plan of care and nursing care plans.  The students should collaborate utilizing a team approach for of the “patient”.  Though roles must be delineated by the instructor (primary nurse, student nurse, family member, LPN, PCA, etc.  These roles should change as the case progresses).
An essential component is debriefing.  During the debriefing, the students will share their thoughts as to how the case unfolded.  They will identify their own strengths and challenges, individually & collectively.  Additionally their instructor will provide feedback and guidance and formalize the teaching-learning process.

Debriefing Essay Rubric

This reflection paper is due on: _________________________________________.

Please email as an attachment to: ______@palmbeachstate.edu  or: _______________________

When your simulation essay is received by the instructor, you will receive a “S”= satisfactory for your simulation participation grade. If the essay is not completed and received by the due date indicated, you will not receive a satisfactory grade for the day. 
Not completing this objective could result in failure of NUR 1213L.

Debriefing Essay Expectations	    S / U 	
This reflection paper is due on: _______________.
Email as an attachment to: ______@palmbeachstate.edu		_____ Submitted on time:
_____ Submitted via email as word document.	

APA: typed-doubled spaced		
_____ Typed, doubled-spaced	

Reflective Debriefing: Please take a moment to think or reflect of objectives you feel you learned or achieved today. Please be specific and write your thoughts about this experience: 		
_____ Answered all reflective debriefing essay questions.	

How will you implement or utilize the strategies you have learned today in your clinical simulation experience:		
_____ Lists strategies to implement or utilize future (using objectives).	

Specify areas for practice to expand your learning, improve performance, and confidence in the clinical area.		
_____ Discusses skills or areas of practice assessed through self reflection.	

State your plan to improve your clinical performance and confidence: use the back of this sheet or additional paper: 		
_____ Plan stated.	
Other:
		Comments:	
Grade: