Montgomery College Nursing Simulation Library Review






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.


Static video of either simulated participant(s) or human patient simulator in inpatient and outpatient encounters.


Easy to navigate; resources available on details of scenario. Videos can be used independently or with accompanying documents to augment learning in any setting.


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™.


Nursing Simulation Library:

Maryland Clinical Simulation Resource Consortium (MCSRC) IPE 2.0 Modules:

Date of Review

April 26, 2022






Telehealth – Adult

Shows interaction of nurse with a patient following surgical procedure – cholecystectomy; links provided for student prepwork.


Telehealth – Pediatrics

Shows interaction of nurse with a mother of a 13 month old – wellness check, and vaccine status; links provided for student prepwork.



Physical assessment; not all links work in scenario template resource.


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.


Cultural Sim

Links embedded in scenario design template for additional references for discussing cultural competent care.


Eating Disorders



End of Life

Ends with patient demise.


Managing Incivility

DESC communication resource.


Medical Error

High risk medication – not checking laboratory data prior to administration.


Opiod Withdrawal

2004 Clinical Opiate Withdrawal Scale (COWS) included as reference; no scenario template.


Postpartum Hemorrhage

Certified Nurse Midwife is HCP. LGBTQ. Team approach to care. Protocol driven.



Team approach to care.


Stress and Crisis

Outpatient suicidal ideation with safety agreement initiated.


Trans and Gender non-Conforming Identified Patients

Clinical setting. Additional resources included as references; some links are broken.



Demonstration of briefing for faculty development only.



For faculty development – demonstration of Debriefing for Meaningful Learning framework


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


Pricing and Terms


Individual Cost Per Student

Free – Open Educational Resource

Site License Option

Simultaneous Use for Students

Contracts Required

Contract Length/ Options

Access Period

Module can be accessed more than once


Payment Options

Refund Policy Available



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."


Health record (electronic or otherwise) integrated into scenarios?

Includes psycho-social components?



Is a demo available?

Is a trial period available?

Is the vendor’s demo required to obtain scenario objectives?




Internet access required?

Web-browser based?

Product website optimized for viewing on a smartphone?

Product website optimized for viewing on a tablet?


Mobile app available?

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

Accessibility Standards Compliant?

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*

In designing SBEs, important to use content experts and those knowledgeable in simulation education, pedagogy and best practice.



Was a content expert used in the development process of the simulation?

Nursing Simulation Library - reviewed and updated periodically for accuracy and current best practices

Criterion 2: Needs Assessment

Faculty conduct a needs assessment, identify learning gaps, and select a simulation to meet their learners’ needs. May include a gap analysis, SWOT, survey results from stakeholders, outcome data from testing or standards from certifying bodies, or practice guidelines.

Criterion 3: Measurable Objectives*

Objectives are necessary to identify learning outcomes. Broad objectives reflect the purpose, and specific objectives measure performance.



Are learning objectives provided?

Are learning objectives broad?

Varies by scenario.

Are learning objectives specific?

Varies by scenario.

Criterion 4: Format*

Development of the SBE uses a theoretical and/or conceptual framework focusing on the purpose and learner. The simulation has a designated start, purposeful activities and a clear end-point.



Are targeted participants identified?

IPE – Reference Introduction to IPE video; not specifically identified.


Are assessment type or evaluation method identified?

Is there a beginning, middle and end to simulation?

Criterion 5: Scenario Design*

Provides a process that supports objectives and expected outcomes; creates a backstory, cues to guide learners; timeframes to facilitate progression, and identifies critical actions/performance measures for evaluation.

Scenario Context


Does the simulation provide a report, patient file, or appropriate responses during the simulation to provide context to the case?

Varies by scenario.


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?


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*

Use elements of physical, conceptual, 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

The facilitator should plan a learner-centered approach driven by the objectives, participants’ knowledge or level of experience, and the expected outcomes.

Criterion 8: Prebriefing

Provide learners with preparation materials and a structured prebriefing tied to objectives and a psychologically safe environment to create trust, integrity and respect. Provide learner’s expectations, orientation to the space, equipment, technology, method of evaluation, and roles.

Criterion 9: Debriefing*

Debriefing, based on theoretical frameworks or evidenced-based concepts, should immediately follow the experience. A trained debriefing facilitator will support a process to encourage reflection, knowledge exploration, identify performance/system deficits in an environment of psychological safety.

Debriefing Context


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 (

Are there faculty-specific guidelines to facilitate debriefing?

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


Are evaluation tools provided?

Are evaluation tools valid and reliable?

Are participants notified prior to the simulation about the evaluation tool?

Are evaluation tools clearly identified as formative, summative, or high stakes?

Criterion 11: Pilot Test

Important to pilot test all SBEs to ensure the intended purpose is achieved.

Faculty & Student Support

Faculty Training and Support


No training required

Easily navigated?


Implementation guide?

IPE does provide a guide on a variety of ways to integrate product within curriculum


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


Customization available?

Student Training and Support

No training required

Easily navigated?


Automated feedback?



Time estimates for completion?

Other Features




QSEN mapping?


NCLEX Test Plan mapping?

Some of the earlier written guides include reference to the test plan but it is an older version, 2007


  1. 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. []
  2. 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. []
  3. 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. []
  4. 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. []
  5. 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. []
Last updated: September 9, 2022