Scenarios

This lesson plan for a simulation-based teaching session is based on Breaking Bad News, a complex communication skill but one that is inherently part of the medical profession. The lesson plan targets fourth-year medical students, emphasising preparation, barriers, strategies, structured approaches, and advanced communication skills. Key components involve pre-workshop study, guided activities, simulations with role-play, and reflective practices. The workshop’s effectiveness is evaluated through formative feedback, reflections, and participant evaluations, ensuring a comprehensive learning experience.

Author: Brid Phillips
Date: 2 June 2024

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The paper describes a lesson plan for simulation-based teaching focusing on the nursing management of seizures, emphasising the need for nurses to be equipped with the skills to handle such emergencies due to their unpredictable nature and potential for severe complications. The learner group are Graduate registered nurses. Teaching strategies include preparatory videos, a tutorial, and a high-fidelity scenario-based simulation. The learning objectives include seizure classification, clinical management using the A-E algorithm, teamwork, and emergency medication administration, the aim to build confidence and competence in managing seizures across all clinical settings. The session includes pre-simulation activities, a structured scenario, debriefing using the Diamond Debrief model, reflection and feedback. Evaluation methods include peer review, faculty discussions, and participant surveys.

Author: Cheree Brown
Date: 5 June 2024

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This simulation scenario is conducted with multidisciplinary healthcare professionals communicating with family of patients residing in nursing homes requiring palliative care. The aim is to demonstrate how good communication skills and multidisciplinary teamwork can lead to better communication and comprehensive care for patients with advanced dementia. Tools like Ask-Tell-Ask and the N.U.R.S.E. framework aid this process. This simulation will highlight the importance of empathetic responses, active listening, and collaboration among healthcare professionals from different disciplines. Post-simulation, debriefing evaluates communication strategies and decision-making.

Author: Li Kuan Tan
Date: 27 April 2024

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This scenario is designed for undergraduate medical students, focusing on learning to manage upper airway obstruction, specifically in anaphylactic shock, through the insertion of a Laryngeal Mask Airway (LMA). Key objectives include recognising airway obstruction signs, demonstrating LMA insertion proficiency, and practising effective teamwork under a designated team leader. The simulation begins with history-taking and initial management on a simulated patient displaying anaphylactic symptoms, progressing to LMA insertion on an airway manikin. The session concludes with a debriefing to reflect on performance, assess learning outcomes, and discuss improvements.

Author: Rosdara Masayuni
Date: 26 April 2024

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This lesson plan focuses on enhancing ICU team preparedness for managing cardiac tamponade and preparing for resternotomy post-cardiac surgery through simulation-based education. Cardiac tamponade, a critical complication post-cardiac surgery, leads to cardiac arrest and requires prompt recognition and intervention. The simulation aims to improve team skills in identifying tamponade signs, applying cardiac advanced life support algorithms, and coordinating roles during resternotomy. Participants, ICU doctors, and nurses, will experience in a controlled environment, employing closed-loop communication to enhance team coordination and reduce errors. Evaluation includes participant feedback via a structured survey, aiming to gauge knowledge improvement and confidence in managing tamponade and resternotomy scenarios. The lesson plan underscores the importance of regular simulation training in maintaining readiness for low-frequency, high-acuity events in cardiac ICU settings.

Author: Chloe Van Schie
Date: 5 June 2024

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This session plan is designed for simulation-based teaching in nursing, following the "Healthcare Simulation Standards of Best Practice." It aims to train nursing students on upper limb neurovascular assessments after applying a backslab for a fractured right distal radius. The simulation involves faculty experts, realistic scenarios, and measurable objectives to enhance student learning. Conducted in a nursing simulation lab with simulated patients, the session emphasizes therapeutic communication, accurate assessment, and early recognition of patient deterioration. Pre-learning materials, detailed briefings, and reflective feedback using Gibbs' Reflective Cycle are integral parts. The effectiveness of the simulation is evaluated through learner and teacher surveys, ensuring continuous improvement.

Author: Ian Balducci
Date: 9 June 2024

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This lesson plan for a simulation-based teaching session is on ultrasound-guided intravenous cannula insertion, designed to enhance the skills of junior medical staff in inserting peripheral intravenous cannulae (IVC) in patients with difficult IV access. It includes a two-hour practical session following a pre-learning online video package. The training is hands-on, involving the use of ultrasound machines to locate veins and guide cannulation under direct vision. Participants will learn to use ultrasound machines, identify veins and arteries, and perform cannulation on part-task trainers. The program aims to improve first-pass success rates in challenging IV insertions and ensure the safe use of newly acquired ultrasound machines. Evaluation of the session includes pre- and post-session surveys and a practical assessment, with future scope for including nursing staff and evaluating long-term outcomes on IV cannulation success rates.

Author: Dino Druda
Date: 5 June 2024

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This scenario aims to enhance post-anaesthetic recovery unit (PARU) nurses' skills in airway management and teamwork, in particular effective closed-loop communication, shared mental models, and leadership. A structured approach to managing deteriorating neurosurgical patients post-operatively, the scenario prepares participants for managing critical incidents in the recovery setting, integrating simulated education to bolster their readiness and confidence. The debriefing session focuses on reviewing actions taken, discussing team dynamics, and reinforcing learning objectives for future clinical scenarios.

Author: Harry Laughlin
Date: 13 March 2024

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This lesson plan for a simulation-based teaching session is on paediatric airway management in holding bay. The holding bay is a critical area in the perioperative journey, serving as the entry point to the operating theatre for most elective and emergency patients. While serious events in the holding bay are rare, early recognition and appropriate action during patient deterioration are crucial. Given the varying experience levels of holding bay nurses, multidisciplinary team simulation training for handling serious patient deterioration is valuable. Simulation learning objectives include enhancement of knowledge, skills, and confidence in managing deteriorating patients, benefiting the holding bay area, the anaesthetic department, and the overall organisation.

Author: Harry Laughlin
Date: 31 May 2024

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This paper discusses the development of a simulation-based lesson plan within a trauma education program aimed at anaesthetic trainees and nurses. Focusing on intra-hospital transfer of critically ill trauma patients’ post-surgery, the lesson plan addresses challenges such as logistical and clinical issues, equipment preparation, and communication needs. The simulated scenarios require participants practice managing time-critical transfers, neuroprotective measures, situational awareness, and efficient teamwork. The lesson aims to enhance participant skills in handling high-risk moments during patient care, aligning with ANZCA training curriculum objectives. Faculty roles are detailed, emphasising simulation-based learning under psychologically and physically safe conditions. The detailed lesson plan includes setup, pre-briefing, scenario execution, debriefing, and evaluation, ensuring comprehensive educational outcomes tailored to varying levels of experience among participants.

Author: Sophie Unell
Date: 5 June 2024

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This 10-minute video explores the concepts of co-debriefing and the various structured approaches.

Author: Chloe Van Schie
Date: 22 April 2024

Video

This is an 11-minute video describing the role of simulation-based education in developing cultural safety. The advantages and disadvantages of using simulation in education around cultural safety is also explored.

Author: Dino Druda
Date: 26 April 2024

Video

This 8-minute video explores peer assisted learning related to nursing education. Important factors to ensure successful implementation of peer assisted learning is discussed. Practical examples of where peer assisted learning can be advantageous to nurses are touched on.

Author: Elisha Raymer
Date: 21 April 2024

Video

This is a 15-minute video outlining transformative learning theory and its relationship to simulation.

Author: Harry Laughlin
Date: 15 April 2024

Video

This is a 15-minute video discussing teacher feedback language, including examples from students discussing how they feel when receiving assessment feedback.

Author: Ian Balducci
Date: 22 April 2024

Video

This 9-minute video focuses on the theory and history of Deliberate practice, exploring strengths and limitations, its relevance to healthcare simulation, along with current and future applications.

Author: Margaret Mutch
Date: 22 April 2024

Video

This 12-minute video explores stress inoculation training (SIT), its origins and evidence base. Does simulation induce high levels of stress? Applications to healthcare simulation, particularly in the area of High Acuity, Low Occurrence (HALO) events are examined. Examples of how SIT can be embedded into your own educational practice are discussed.

Author: Sophie Unell
Date: 22 April 2024

Video