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Scenario design from concept to delivery

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Angela McKay

on 14 April 2016

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Transcript of Scenario design from concept to delivery

Scenario Design from Concept to Delivery
By Angela McKay
A scenario in simulation is equivalent to a teaching plan for an education session.
Scenario scripting should be given attention in order to run a successful learning opportunity.
Written well a participant will have no problems immersing themselves in the learning experience.
Scenario Design
There are five stages to scenario design they are all present in the attached video.

1. Training objectives- ie. related to neonatal resuscitation.
2. An incident to produce the learning objective; i.e emergency caesarian section, twin delivery, obstructed prolonged labor.
3. The scenario has scripted event triggers. Triggers induce students to display the desired actions. e.g a cue/prompt from the educator that there is mecconium, a comment from the parents asking why the babies are not crying, prompts that there are no breath sounds or cardiac sounds. There would be a list of desired actions created along side the trigger events.
4. The scenario is trialled in order to see if the script produces the desired actions and modified if required.
5. All instructors are trained to assist and run the scenario, including how to behave in character.
Scenario Design
Scenario Templates
Ref: Holland, Sadler, & Nunn 2008
There are scenario templates available for simulation delivery.
Some are freely down loadable from websites you may need to create an account for access to some scenarios templates on these websites. Look for resources once directed to the website. Scenario tmplates are considered resources, tools etc.


Scenario Design
Scenario design needs to be appropriate for you, the student and the curriculum. (Childs et al 2007)
Don't design something that you are not comfortable to facilitate.
Don't design a scenario that is too complex for your participants.
Align simulation with the educational needs in mind.
This section relates to facilitator methods of embedding actors, role player or confederate.
Also relates to prompting and cueing simulation in order to reach the expected outcomes.
Standard IV: Facilitation Methods discusses types of facilitation. INACSL Board of Directors 2013.
Scripting Scenarios
Ref: Holland, Sadler, & Nunn 2008
This relates to the emotional climate
Psychological aspects
Participants feel at ease to take risks
Make mistakes
Extend themselves
This is dependent on the facilitators awareness of the psychology of simulation and the participants integrity. Watch the video regarding the psychology of simulation. This video runs for an hour. Presented by Peter Dieckman, PhD
Creating a safe learning environment
Standard II, Standard III & IV, INACSL 2013 Standards of best practice provide criteria for meeting participant expectations.
Other means of ensuring a safe learning environment is signed confidentiality agreements and procedural guidelines see the following examples..
Psychological safety
As discussed in your assignment psychological safety also relates to participant 'Buy In' and creating realism.
Ways to enhance this include orientation to the simulated learning environment and the equipment used within the simulation.
Psychological Safety
See if you can identify the scenario
designs in this video.
Phase 1 Script the Simulation

Phase 2 Staff Development and Scenario trial run

Phase 3 Student Orientation to environment, expectations, conduct and objectives.

Phase 4 Executing the Simulation Scenario
Operational Plan
1. Pre-Simulation setup, this involves preparing the environment (props & equipment) and if using a patient simulator programming the parameters.
2. Pre-simulation student preparation, the group size needs to be predetermined, brief the simulation activity covering the learning objectives and assign roles if required. Give a clinical handover that sets the scene as scripted in the scenario design.
3. Facilitating involves, observing students, providing information that cannot be simulated, taking care to progress the scenario as scripted, providing the voice of the patient.
4. Evaluating your course is important as it allows for improvement and ensures your meeting the students needs
Executing the Simulation Scenario
Horn & Carter2007
Horn & Carter2007
Horn, M & Carter, N 2007, 'Practical suggestions for Implementing Simulations', in P Jeffries (ed), Simulation in nursing education, National League for Nursing, USA, pp. 59 -72.
Holland, C, Sadler, C & Nunn, A 2008, 'Scenario design: theory to delivery', in R Riley (ed), Manual of simulation in healthcare, Oxford University Press, pp. 140-153.
International Nursing Association for Clinical Simulation and Learning, 2013, 'Standards of best practice: Simulation' Clinical Simulation in nursing, Vol. 9, No. 6 , Supplement, pp1-32
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