Montgomery College Nursing Simulation Library

Summary

Feature	Comments
Cost	Free
Target learner	Prelicensure nursing students and registered nurses for nursing simulation library with two for nurse educators. IPE modules targets nursing (prelicensure and nurse practitioner), medical, and pharmacy students.
Format	Static video of either simulated participant(s) or human patient simulator in inpatient and outpatient encounters.
Implementation	Easy to navigate; resources available on details of scenario. Videos can be used independently or with accompanying documents to augment learning in any setting.
Noteworthy	Most of the simulations in the nursing library include a guide using the scenario template from NLN SIRC site, which provides details for the simulation; new scenario additions use the updated template. Each IPE module has specific resources to include overview of scenario, debriefing guide, course integration suggestions and student pre-work. IPEC 2016 Core Competencies integrated within scenario overview.Educators will be required to supplement this resource with evaluation methods to align with the Healthcare Simulation Standards of Best Practice™.
Website	Nursing Simulation Library: https://www.montgomerycollege.edu/academics/departments/nursing-tpss/nursi... Maryland Clinical Simulation Resource Consortium (MCSRC) IPE 2.0 Modules: https://www.montgomerycollege.edu/academics/departments/nursing-tpss/ipe-s...
Date of Review	April 4, 2024 *Original review April 26, 2022

Characteristics

#	Content	Comments
1	Telehealth – Adult	Shows interaction of nurse with a patient following surgical procedure – cholecystectomy; links provided for student prepwork.
1	Telehealth – Pediatrics	Shows interaction of nurse with a mother of a 13 month old – wellness check, and vaccine status; links provided for student prepwork.
1	Assessment	Physical assessment; not all links work in scenario template resource.
1	Code Blue	Resources provided for two options – resuscitate and DNR. Video shows successful resuscitation (manikin); link provided for Code Blue in ED videos put together by UC San Diego Medical Center.
1	Cultural Sim	Links embedded in scenario design template for additional references for discussing cultural competent care.
1	Eating Disorders	Bulimia.
1	End of Life	Ends with patient demise.
1	Managing Incivility	DESC communication resource.
1	Medical Error	High risk medication – not checking laboratory data prior to administration.
1	Opiod Withdrawal	2004 Clinical Opiate Withdrawal Scale (COWS) included as reference; no scenario template.
1	Postpartum Hemorrhage	Certified Nurse Midwife is HCP. LGBTQ. Team approach to care. Protocol driven.
1	Sepsis	Team approach to care.
1	Stress and Crisis	Outpatient suicidal ideation with safety agreement initiated.
1	Trans and Gender non-Conforming Identified Patients	Clinical setting. Additional resources included as references; some links are broken.
1	Briefing	Demonstration of briefing for faculty development only.
1	Debriefing	For faculty development – demonstration of Debriefing for Meaningful Learning framework
10	IPE 2.0 Simulations from MCSRC	Interprofessional Care Coordinator Rounds, Readmission Reduction Simulation, Preventing Medication Errors-Structured Bedside Round, Discharge Planning during Team Rounds, Resuscitation in the COVID-19 Era: Shock Advised, Resuscitation in the COVID -19 Era: Non Shockable Rhythm, Caring for Pediatric Patients and Families with Congenital Heart Disease, Caring for Clients with Substance Use During Labor & Birth, End of Life Care in the COVID-19 Era, Palliative Care in the COVID-19 Era

✓	Considerations	Comments
✓	Is there evidence of when the content has been or will be updated?	References are identified within simulation guide or design template. No evidence that earlier developed product guides have been updated. Under terms and conditions – does note “Content” as being “reviewed & updated periodically for accuracy & current best practices."
X	Is there progression across multiple care settings?
X	Is a health record (electronic or otherwise) integrated into scenarios?
✓	Does the product include psycho-social components?

Equipment

✓	Feature	Comments
✓	Is internet access required?
✓	Is the product web-browser based?
✓	Is the product mobile-friendly?	With YouTube app on phone can view the videos.
✓	Does the product work without special software?
✓	Does the product work without special equipment?
✓	Are there internet speed requirements?	Videos need to be streamed so adequate internet connection required to prevent lagging or buffering.
✓	Is the product compliant with accessibility standards?	Closed Captioning available through YouTube

Standards of Best Practice

Based on Healthcare Simulation Standard of Best PracticeTM: Simulation Design[1][2][3][4]

Product review evaluation includes criteria marked with an asterisk (*). Unmarked criteria are important to incorporate as part of a complete simulation-based experience (SEB).

Criterion 1: Consultation*

Consult subject matter experts and those familiar with simulation education, pedagogy, and best practices during the simulation development process.

✓	Objectives	Comments
✓	Was a content expert and a simulation expert used in the simulation development process?	2019 Simulation Template Design for some of the scenarios. MCSRC Lead Faculty who developed this project are experts in simulation pedagogy. Individual Sim templates detail references used to create scenarios.

Criterion 2: Needs Assessment

Conduct a needs assessment to support the necessity of the simulation-based experience. This may include a gap analysis, SWOT analysis, stakeholder/learner/clinician/educator surveys, outcome data or standards from certifying bodies or practice guidelines.

Criterion 3: Measurable Objectives*

Develop measurable objectives, both broad and specific, focusing on identified needs. Broad objectives reflect the purpose, and specific objectives measure learner performance.

✓	Objectives	Comments
✓	Are learning objectives provided?
✓	Are broad learning objectives provided?	Varies by scenario.
✓	Are specific learning objectives provided?	Varies by scenario; IPE scenarios specific to objectives for core competencies of IPE.

Criterion 4: Format*

Construct the simulation-based experience to support the learners’ needs, the objectives, and the type of evaluation, using available resources. Development of the SBE uses a theoretical and conceptual framework focusing on the purpose and learner. The simulation has a designated start, purposeful activities and a clear end-point.

✓	Structure	Comments
✓	Are targeted participants identified?	IPE – Reference "Introduction to IPE" video; not specifically identified.
X	Are assessment type or evaluation method identified?
✓	Is there a beginning, middle and end to simulation?

Criterion 5: Scenario Design*

Provide context that supports objectives and expected outcomes. The simulation-based experience includes: a backstory, cues to guide learners, timeframes to facilitate progression, and critical actions/performance measures for evaluation.

✓	Scenario Context	Comments
✓	Does the simulation provide a report, patient file, or appropriate responses during the simulation to provide context to the case?	Varies by scenario.
X	Are cues embedded in the scenario to progress the case?	Cues are identified in the nursing simulation library cases within the scenario template if re-creating scenario
✓	Does the learner have a reasonable amount of time to achieve the objectives?
X	Are critical actions/performance measures clearly identified?	Critical actions/performance measures are identified in the nursing simulation library cases within the scenario template if re-creating scenario

Criterion 6: Fidelity*

Create the perception of realism through physical, conceptual, and psychological factors in the simulation-based experience. Use elements of physical, abstract, and psychological fidelity to create realism.

✓	Fidelity type
✓	Physical - Does the environment replicate where the situation would occur (e.g. manikin, bed, equipment)?
✓	Conceptual - Do elements realistically relate to each other (e.g. vitals are consistent with diagnosis)?
✓	Psychological - Do contextual elements mimic certain aspects of the environment (e.g. noise, lighting, family members, distractions, time pressure)?

Criterion 7: Facilitative Approach

Prepare to facilitate the simulation focusing on the learning, the objectives, the learners’ knowledge and experience level, and anticipated outcomes.

Criterion 8: Prebriefing*

Provide learners with preparation materials and a structured prebriefing tied to objectives in a psychologically safe environment designed to create trust, integrity and respect. Prior to the beginning of the simulation-based experience, share the expectations for the experience, the logistics, and the agenda with the learners. Orient learners to the equipment, technology, methods of evaluation, and roles.

✓	Prebriefing Context	Comments
✓	Are resources provided for integration in the preparation and prebriefing process?	IPE Modules only include student pre-work which includes objectives, brief overview of patient, and references.
✓	Are there faculty-specific guidelines to facilitate prebriefing?	Faculty integration suggestions are also included with detailed timelines, competencies, and rationale of need.
✓	Is the preparation and prebriefing content congruent with the objectives and simulation?

Criterion 9: Debriefing*

Develop a debriefing process to use following a simulation-based experience. This can include debriefing, feedback, and/or a guided reflection exercise. A trained debriefing facilitator will support a process based on theoretical frameworks or evidenced-based concepts to encourage reflection, knowledge exploration, identify performance/system deficits in an environment of psychological safety.

✓	Debriefing Context	Comments
✓	Are resources provided for integration in the debriefing process?	Faculty development resource available in the nursing simulation library scenario. There is also a faulty instructional module on “Introduction to IPE and Debriefing (https://360.articulate.com/review/content/f3f0ce09-16a0-4e7a-be2b-84a5b731...)
✓	Are there faculty-specific guidelines to facilitate debriefing?	Debriefing guidelines in some of the scenarios.
✓	Is the debriefing structured and theory based?	Debriefing for Meaningful Learning noted in resources.
✓	Are the debriefing points congruent with the objectives and simulation?

Criterion 10: Evaluation*

Simulation should include an evaluation of the participant(s), the facilitator(s), the experience, the facility, and the support team. A valid and reliable tool is used to measure expected outcomes.

✓	Evaluation Context
X	Is an assessment/evaluation tool provided?
–	Is the student evaluation method valid and reliable?
–	Are participants notified before the start of the simulation about the method of assessment (formative, summative and/or high stakes)?
–	Is the evaluation tool clearly identified as formative, summative, or high stakes?

Criterion 11: Pilot Test

Pilot test all simulation-based experiences with participants like the target learning group. It may not be possible to pilot each simulation-based experience.

Faculty & Student Support

✓	Faculty Training and Support	Comments
✓	Is educator support available to faculty?
✓	Are faculty features easily navigated?
X	Is an implementation guide available for faculty?	IPE does provide a guide on a variety of ways to integrate product within curriculum
X	Is a clinical replacement plan provided?	NLN scenario template provides expected run time and guided reflection time; time frames provided within course integration guide for IPE modules – can guide timing of scenario/resources to use as clinical replacement
X	Is customization available?

✓	Student Training and Support
X	Is student training provided?
X	Is the simulation easily navigated?
X	Is feedback automated?
X	Is the simulation interactive?
X	Are time estimates for completion provided?

Curricular Considerations

✓	Feature	Comments
X	Is the product mapped to prelicensure QSEN competencies?	Not specified.
X	Is the product mapped to the NCLEX Test Plan?	Some of the earlier written guides include reference to the test plan but older versions (2007, 2013 or 2017).
X	Are Next Generation NCLEX-style prompts or questions integrated?
✓	Is the product compatible with competency-based programs?
✓	Is the product compatible with concept-based programs?

References

INACSL Standards Committee, Decker, S., Alinier, G., Crawford, S.B., Gordon, R.M., Jenkins, D., & Wilson, C. (2021, September). Healthcare Simulation Standards of Best PracticeTM The Debriefing Process. Clinical Simulation in Nursing, 58, 27-32. [http://dx.doi.org/10.1016/j.ecns.2021.08.011]
INACSL Standards Committee, McMahon, E., Jimenez, F.A., Lawrence, K., & Victor, J. (2021, September). Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance. Clinical Simulation in Nursing, 58, 54-56. [http://dx.doi.org/10.1016/j.ecns.2021.08.016]
INACSL Standards Committee, Miller, C., Deckers, C., Jones, M., Wells-Beede, E., & McGee, E. (2021, September). Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives. Clinical Simulation in Nursing, 58, 40-44. [http://dx.doi.org/10.1016/j.ecns.2021.08.013]
INACSL Standards Committee, Watts, P.Il, McDermott, D.S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P.A. (2021, September). Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation in Nursing, 58, 14-21. [http://dx.doi.org/10.1016/j.ecns.2021.08.009]
Lioce, L.(Ed.,), Lopreiato, J. (Founding Ed.), Downing, D., Chang, T.P., Robertson, J.M., Anderson, M., Diaz, D.A., & Span, A.E. (Assoc. Eds.) and the Terminology and Concepts Working Group (2020) Healthcare Simulation Dictionary (2nd ed.). Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication No. 20-0019. [https://doi.org/10.23970/simulationv2]

All content is protected by copyright and may not be used for AI model training or other unauthorized purposes.