OADN Virtual Simulation Reviews
Montgomery College Nursing Simulation Library Review
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 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 |
Cost
Pricing and Terms | Comments |
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 | Yes |
Payment Options | |
Refund Policy Available |
Considerations | Comments | |
✓ | 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 | Health record (electronic or otherwise) integrated into scenarios? | |
✓ | Includes psycho-social components? |
Demo
Question | |
– | Is a demo available? |
– | Is a trial period available? |
– | Is the vendor’s demo required to obtain scenario objectives? |
Equipment
Feature | Comments | |
✓ | Internet access required? | |
✓ | Web-browser based? | |
✓ | Product website optimized for viewing on a smartphone? | |
✓ | Product website optimized for viewing on a tablet? | |
X | 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.
✓ | Objectives | Comments |
✓ | 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.
✓ | Objectives | Comments |
✓ | 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.
✓ | 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*
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 | 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*
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 | 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? | |
✓ | 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 | 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 | Comments |
✓ | No training required | |
✓ | Easily navigated? | |
X | Implementation guide? | IPE does provide a guide on a variety of ways to integrate product within curriculum |
X | 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 | Customization available? |
✓ | Student Training and Support |
✓ | No training required |
✓ | Easily navigated? |
X | Automated feedback? |
X | Interactive? |
✓ | Time estimates for completion? |
Other Features
✓ | Feature | Comments |
X | QSEN mapping? | |
X | NCLEX Test Plan mapping? | Some of the earlier written guides include reference to the test plan but it is an older version, 2007 |
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]
