WHAT HAPPENS IN SIMULATION, STAYS IN SIMULATION!
What is Simulation? Simulation is a learning activity where students practice with intention—intention to perform as deliberately and accurately as if it were a real situation; intention to understand why; intention to leave every session having gained an increased level of competency. Much learning takes place in the simulation setting, where thinking on your feet in your new role often occurs for the first time.
The patient may not be real, but your actions are real.
Simulated learning activities are conducted in a safe learning environment. Students will have successes and make mistakes. Group members will share in all of this, learning from each student’s success and each student’s mistakes. Students are to support each other in this learning environment, which means never being critical of another for their performance in this setting. By practicing skills in simulation, students will arrive at the bedside better-prepared.
Students will be asked to sign and adhere to the Fiction and Confidentiality Contract. The scenarios are not to be discussed outside of the simulation and debriefing sessions; this protects the value of the experience for those who will eventually take part. Sharing information about scenarios with students who have not yet participated is considered academic misconduct (cheating).
In simulation, the patient will be given the same consideration as any patient in a clinical setting. This includes the principles of patient privacy, confidentiality, and safety. Get in the habit of always introducing yourself, washing your hands, and identifying the patient every time you enter the simulation room.
The patient may not be real, but your actions are real.
Simulated learning activities are conducted in a safe learning environment. Students will have successes and make mistakes. Group members will share in all of this, learning from each student’s success and each student’s mistakes. Students are to support each other in this learning environment, which means never being critical of another for their performance in this setting. By practicing skills in simulation, students will arrive at the bedside better-prepared.
Students will be asked to sign and adhere to the Fiction and Confidentiality Contract. The scenarios are not to be discussed outside of the simulation and debriefing sessions; this protects the value of the experience for those who will eventually take part. Sharing information about scenarios with students who have not yet participated is considered academic misconduct (cheating).
In simulation, the patient will be given the same consideration as any patient in a clinical setting. This includes the principles of patient privacy, confidentiality, and safety. Get in the habit of always introducing yourself, washing your hands, and identifying the patient every time you enter the simulation room.
Remember, WHAT HAPPENS IN SIMULATION, STAYS IN SIMULATION!
What Students Need to Know About SimMan 3G
- No food or drink, even covered water cups/bottles are allowed in the room with SimMan.
- Keep all markers and pens away from the manikin at all times. Get in the habit of keeping your pens away from the bed, as if the surface is marked, the markings are permanent.
- The patient's right arm has a “permanent” antecubital saline lock/IV site, but we cannot infuse normal saline into SimMan (the port enables RFID medication recognition), we can only use distilled water.
- If there is an IV attached to SimMan, make sure the flow is clamped off.
- Sim Man's left arm is the electronic arm. Do not infuse or inject anything into the left, or electronic, arm.
- Take SimMan’s cuff BP just as you would on a real patient with two important differences: Feel for the pulse in the antecubital area, then move your finger to your right until you feel the flat speaker. Place stethoscope over the speaker and inflate the cuff. You won't see a "bounce" on the gauge or manometer, but you will hear the Korotkoff's sounds.
- If your instructor is using the NBP function, it will sound as if the cuff is inflating but it isn’t (use the touch screen for NBP to obtain the value).
- SimMan’s temperature can be obtained by using the touchscreen over “Tperi” after you have gone through the motions of taking the oral temperature.
- Count the respiratory rate as you normally would--the manikin's chest rises and falls with each breath.
- The pulse oximeter will work anywhere you put it because its red light is blocked by “anything.” Make sure you put it in a place where it will actually work if it were on a real patient (a finger is recommended).
- SimMan 3G has radial and pedal pulses, which have to be activated with a finger to be palpable. Go to where you should expect to feel the pulse, press firmly and release. Then go back and palpate lightly over the same site. When taking pulses, be careful not to press too hard. If you press too hard, you will obliterate the pulse.
- SimMan 3G blinks, has heart sounds, anterior and posterior breath sounds, bowel tones and pupils that constrict and dilate. He can sweat, cry, talk, have a seizure and has many other functions you will learn more about as you go through more simulation experiences.
Nursing Roles in Simulation
During Simulation, nursing students and faculty may assume different roles, for example:
- Nurse 1: Functions as an RN and is responsible for achieving the desired outcomes of the scenario.
- Nurse 2: Acts as a resource to Nurse 1, and may receive delegation from Nurse 1.
- CNA: Functions as a Certified Nursing Assistant and receives delegation from Nurse 1.
- Family Member/Caregiver/Friend: Assumes assigned role and advocates for the patient; asks questions of Nurse 1 and CNA.
- Observer: Observes the scenario and collects information to be shared during the debriefing.
- Faculty: Assumes roles as assigned and attends to student learning and evaluation.
- Facilitator: Responsible for running the scenario, keeping groups on schedule, and contributing to debriefing after Simulation ends.
EMT Roles in Simulation
During Simulation, EMT students and faculty will assume different roles:
- This area is under construction.
Dietary Technology Roles in Simulation
During Simulation, Dietary Technology students and faculty will assume different roles:
- This area is under construction.
Chandler-Gilbert Community College Nursing & Health Sciences Division
Engel Building, 7360 E. Tahoe Ave., Mesa AZ 85212
Engel Building, 7360 E. Tahoe Ave., Mesa AZ 85212