General Simulation Information
The benefits of a standardized simulation curriculum include research potential, measurement of competencies,
alternatives to lack of clinical space, integration of evidence-based practic
...
General Simulation Information
The benefits of a standardized simulation curriculum include research potential, measurement of competencies,
alternatives to lack of clinical space, integration of evidence-based practice, documentation experience, leadership
skills and information literacy.
PURPOSE OF STANDARDIZED SIMULATION:
By improving consistency in both the simulation curricular content and the execution of our SIMCARE CENTER™
operations, we will achieve our goals to:
• Improve student outcomes
• Increase our opportunities for research
• Provide the foundation for Chamberlain College of Nursing to be a leader in facilitating with simulation
DEFINITION OF SIMULATION:
Simulation is the imitation or representation of one act or system by another
(SSH, 2015. About Simulation. http://www.ssih.org/about-simulation)
STUDENT INFORMATION:
Student instructions for each simulation will be loaded onto the course shell. The instructions will include
the following components:
• Standardized simulation scenario overview
• Course outcomes
• Key concepts
• Simulation preparation questions (specific to each scenario)
• Student role descriptions (specific to each scenario)
• Simulation timing (when the simulation will occur, pre-briefing, simulation and debriefing)
STANDARDIZED SIMULATION SCENARIO
NR-442/NR-444*
: AMIRA QUINTONA *
FOR CA STUDENTS ONLY
©2016 Chamberlain College of Nursing LLC. All rights reserved. 2
General Simulation Information
FACULTY REQUIREMENTS:
1. Faculty are required to participate in
SIM101 training and obtain a level of
competent on the facilitator competency
rubric prior to facilitating simulation
2. Course faculty schedules standardized
simulation one session prior with the
SIMCARE CENTER team
3. Ensure students have self-enrolled into
appropriate course within SimChart®
4. Review simulation scenario prior to entering
into simulation environment
5. Perform pre-briefing and debriefing with
the students
6. Complete Learning Space annotations
during simulation
7. In some simulation scenarios, facilitate the role
of the ancillary staff within the control room by
answering the phone
SIMCARE CENTER™
TEAM REQUIREMENTS:
1. The SIMCARE CENTER team are considered
the Subject Matter Experts (SME) related
to simulation. The SIMCARE CENTER team
are responsible for mentoring faculty when
performing pre-briefing and debriefing until
level of competent on the facilitator
competency rubric has been achieved
by the faculty
2. The SIMCARE CENTER team ensures course
faculty has scheduled standardized simulation
one session prior to and resources are allocated
3. SIMCARE CENTER manager batch uploads
students into course within Learning Space
4. Ensure SimChart simulation scenario is present
within the appropriate course
5. Review simulation scenario prior to entering
the simulation environment
6. At the beginning of the simulation, utilizing
the I-SBAR, deliver hand-off report to students
at the bedside
7. Prepare simulation (set-up, moulage,
Learning Space, etc.)
8. Operate the simulator and portray the client
during the simulation
9. In some simulation scenarios, facilitate the
role of the ancillary staff within the control
room by answering the phone
10. Ensure students complete Simulation
Effectiveness Tool-Modified (SET- M)
STANDARDIZED SIMULATION SCENARIO
NR-442/NR-444*
: AMIRA QUINTONA *
FOR CA STUDENTS ONLY
©2016 Chamberlain College of Nursing LLC. All rights reserved. 3
Quality & Safety Education For Nurses (QSEN) Competencies
The overall goal for QSEN is to meet the challenge of preparing future nurses who will have the knowledge,
skills and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems
(QSEN Institute, 2014, Pre-licensure KSAS, http://qsen.org/competencies/pre-licensure-ksas). This scenario is
consistent with QSEN competencies linked to Chamberlain College of Nursing education plan for our pre-licensure
students. Listed below are the six core competencies and their definitions outlined by the QSEN Institute.
Patient-Centered Care:
Recognize the client or designee as the source of
control and full partner in providing compassionate
and coordinated care based on respect for client’s
preferences, values and needs.
Teamwork and Collaboration:
Function effectively within nursing and
inter-professional teams, fostering open
communication, mutual respect and shared
decision making to achieve quality client care.
Evidence Based Practice (EBP):
Integrate best current evidence with clinical
expertise, client/family preferences and values
for delivery of optimal healthcare.
Quality Improvement (QI):
Use data to monitor the outcomes of care processes
and use improvement methods to design and test
changes to continuously improve the quality and
safety of healthcare systems.
Safety:
Minimizes risk of harm to clients and
providers through both system effectiveness
and individual performance.
Informatics:
Use information and technology to communicate,
manage knowledge, mitigate error and supp
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