The document outlines a framework for designing systematic learning experiences in nursing simulations, based on INACSL's best practice standards. Key components include conducting a needs assessment, setting measurable objectives, effective pre-briefing and debriefing, as well as participant evaluation. The document emphasizes the importance of preparation documents, simulation realism, and the facilitation of meaningful learning through reflection.

1. Designing a
Systematic
Learning
Experience
Utilizing
Simulation
ANGELA S. BAILEY, PHD(C), RNC

2. Designing a Systematic Learning Experience
Utilizing Simulation
▪ Learning outcomes:
The learner will:
1. Review tools to design a systematic learning experience utilizing
INACLS’s Standards of Best Practice for Simulations.
2. Develop/utilize preparation documents to improve learning through
simulation.
3. Discuss the benefits and challenges of pre-briefing a simulation
experience.
4. Describe the importance of written reflection following simulation/s.

3. INACLS’s Standards of Best Practice for
Simulations

4. INACLS’s Standards of Best Practice for
Simulations
Outcomes and Objective
Debriefing
Facilitation
Participant evaluation
Professional integrity
Simulation-enhanced Inter professional Education (Sim-IPE)
Simulation glossary
Simulation Design
(International Nursing Association for Clinical
Simulation and Learning [INACSL], 2016, p. S48)

5. INACLS’s Standards of Best Practice for
Simulations – Simulation Design Criteria
▪ Needs Assessment
▪ Measureable objectives
▪ Structure the format
▪ Design a scenario or case
▪ Make realistic
▪ Participant-centered
▪ Student preparation
▪ Prebrief
▪ Debrief
▪ Participant evaluation
▪ Pilot test
(INACSL, 2016, p. S6)

6. Needs Assessment
▪ When contemplating developing a new simulation, consider the following:
▪ Why is a new simulation desired/needed?
▪ Course exam results
▪ Clinical performance
▪ Standardized testing results (ATI, Kaplan)
▪ Are there any other simulations in the program that may meet this
desire/need?
▪ Is the simulation appropriately placed in the curriculum?
▪ Is the simulation tied to course content?
▪ Does the simulation require revision?
▪ Which course does the simulation best fit and exactly which week in the course
ties the simulation to the content?

7. Measureable objectives
▪ Create both broad and specific objectives
▪ The facilitator is responsible for attaining these objectives
(INACSL, 2016, p. S14)

8. Structure the Format &
Design a Scenario or Case & Make Realistic
▪ Determine the appropriate Modality
▪ Classroom
▪ Small groups
▪ Virtual simulation
▪ Involve both simulation staff and course faculty to develop a
realistic scenario considering lab resources
▪ Write the simulation including
▪ Supplies, equipment and set-up
▪ Simulation progression/cues
▪ Roles
(INACSL, 2016, p. S6-S7)

9. Student preparation
▪ Determine the best method to prepare students for the simulation-
based learning experience.
▪ Course readings
▪ Additional readings such as a related article or website
▪ Classroom lecture
▪ Video
▪ Quiz
▪ Paperwork to complete prior to the simulation such as medication
templates
▪ Simulation documentation forms
▪ Simulation objectives or learning outcomes

10. Preparation Example

11. Prebriefing
▪ What is prebriefing?
▪ If you facilitate, develop or oversee simulations have you been
using prebriefing?
▪ My experience with prebriefing….

12. Prebriefing
▪ Prepare for simulation success
▪ Safe environment
▪ Integrity, trust and respect
▪ Discuss basic content related to the scenario. For instance,
▪ Basics of the medical condition such as basic patho, risk factors s/s,
medical and nursing interventions
▪ Orientation the to simulation environment and equipment/ simulators
▪ State simulation outcomes (If not included in the preparation)
▪ Prepare for the actual simulation
▪ State the patient condition
▪ Assign roles
▪ Answer questions (INACSL, 2016, p. S8)

13. Simulation Facilitation
▪ Facilitator with skill and knowledge of simulation pedagogy
▪ Facilitative approach is level specific
▪ Ensure preparation and prebriefing meet the needs of the students
▪ Deliver cues to achieve expected outcomes
▪ Post simulation activities designed to achieve expected outcomes
(INACSL, 2016, p. S17)

14. Debriefing
▪ Competent debriefer
▪ Conducive environment
▪ Debriefer must have adequately devoted attention during the
simulation
▪ Debrief is based on a theoretical framework
▪ Debriefing for Meaningful Learning (DML)
▪ Gather/Analyze/Summarize (GAS)
▪ Debrief in conjunction with the objectives and outcomes
(INACSL, 2016, p. S21-22)

15. Reflection
▪ Experiential learning theory
(Boswell, n.d)

16. Simulation Reflection Rubric

17. Participant Evaluation
▪ Determine a method
▪ Formative
▪ Summative
▪ High-stakes
(INACSL, 2016, p. S26-S27)

18. Pilot Test

19. References
▪ Boswell, S. [Sam]. (n.d.). Action research [Pinterest page]. Retrieved May 12, 2017, from
https://www.pinterest.com/Sboswellhyde/action-research/?lp=true
▪ International Nursing Association for Clinical Simulation and Learning. (2016). INACSL Standards of best practice:
Simulation - Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12.
http://dx.doi.org/10.1016/j.ecns.2016.09.005
▪ International Nursing Association for Clinical Simulation and Learning. (2016). INACSL Standards of best practice:
Simulation debriefing. Clinical Simulation in Nursing, 12(S), S21-S25. http://dx.doi.org/10.1016/j.ecns.2016.09.008
▪ International Nursing Association for Clinical Simulation and Learning. (2016). INACSL Standards of best practice:
Simulation facilitation. Clinical Simulation in Nursing, 12, S16-S20. http://dx.doi.org/10.1016/j.ecns.2016.09.007
▪ International Nursing Association for Clinical Simulation and Learning. (2016). INACSL Standards of best practice:
Simulation outcomes and objectives. Clinical Simulation in Nursing, 12(S), S13-S15.
http://dx.doi.org/10.1016/j.ecns.2016.09.006
▪ International Nursing Association for Clinical Simulation and Learning. (2016). INACSL Standards of best practice:
Simulation participant evaluation. Clinical Simulation in Nursing, 12(S), S26-S29.
http://dx.doi.org/10.1016/j.ecns.2016.09.009
▪ International Nursing Association for Clinical Simulation and Learning. (2016). Standards of best practice: Simulation.
Clinical Simulation in Nursing, 12(S), S48-S50. http://dx.doi.org/10.1016/j.ecns.2016.10.001

20. Now for our Simulation!!