Summary

Feature

Comments

Cost

Free

Target learner

Pre-licensure nursing students and registered nurses. Two listings are designed for faculty development only.

Format

Static video of either simulated participants or human patient simulators in inpatient and outpatient settings.

Implementation

Noteworthy

Faculty will be required to supplement this product to meet the INACSL Standards of Best Practice

Website

https://www.montgomerycollege.edu/academics/departments/nursing-tpss/nursi...

Characteristics

#

Content

Comments

1

Assessment

Physical assessment.

1

Briefing

Demonstration of briefing for faculty development only.

1

Code Blue

Difficult to see actions of all participants at times. Includes option for two endings, but video illustrates successful resuscitation.

1

Cultural Sim

Additional YouTube links included to support education about the Ghana culture.

1

Debriefing

Demonstration of debriefing using “Debriefing for Meaningful Learning” framework for faculty development only.

1

Eating Disorders

Bulimia.

1

End of Life

Patient is portrayed by manikin; ends with patient demise.

1

Managing Incivility

Lateral incivility. Embedded use of TeamStepps DESC script.

1

Medical Error

“Right reason” omitted; rapid response team intervenes.

1

Opiod Withdrawal

No scenario template included. 2003 “Clinical Opiate Withdrawal Scale (COWS)” is included as a reference.

1

Postpartum Hemorrhage

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

1

Sepsis

No scenario template included. No supplemental materials. Team approach to care.

1

Stress and Crisis

Outpatient suicidal ideation with safety agreement initiated. No objectives or debriefing questions included.

1

Trans and Gender non-Conforming Identified Patients

Clinical setting. Over 20 additional resources included as references- some links are broken.

Considerations

Comments

Evidence of when the content has been or will be updated

X

Progression across multiple settings?

X

Health record (electronic or otherwise) integrated into scenarios?

Orders included in Code Blue

Includes psycho-social components?

Cost

Pricing and Terms

Free

Individual Cost Per Student

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

Demo

Question

Is a demo available?

Is a trial period available?

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

Equipment

Feature

Internet access required?

Web-browser based?

Product website optimized for viewing on a smartphone or tablet?

X

Mobile app available?

No Special PC/Mac software required

No Special Equipment required

Internet Speed Requirements

Accessibility Standards Compliant?

INACSL Standards

Based on INACSL Standards of Best practice: SimulationSM[1],[2],[3],[4]

Criteria marked with an asterisk (*) are evaluated in this product review. Unmarked criteria are important INACSL Standards that should be incorporated as part of a complete simulation-based experience.

Criterion 1: Needs Assessment

Faculty should conduct a needs assessment, identify learning gaps, and select a simulation to meet their learner’s needs. A gap analysis, SWOT, survey results from stakeholders, outcome data from testing or standards from certifying bodies, or practice guidelines may be included.

Criterion 2: 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?

Except opioid withdrawal, sepsis, and stress

Are learning objectives broad?

Varies by scenario.

Are learning objectives specific?

Varies by scenario.

Criterion 3: Format*

Theoretical /conceptual framework focused on learner needs is the underpinning of the format. The simulation has a designated start, purposeful activities and a clear end point.

Structure

Comments

Targeted Participants Identified

Nursing educators to be used for pre-licensure or graduate nurses; several are to be used for faculty development only.

Formative Design (informal diagnostic tool provides learning opportunity, no point value)

X

Summative Design (measurable, comparable, or has point value)

Beginning, Middle and End to Simulation

Criterion 4: Scenario Design*

The simulation uses content experts and evidence-based practice to create a backstory, clinical progression and cues, timeframes to facilitate progression, and identification of critical actions or performance measures for evaluation.

Scenario Context

Comments

X

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

Varies.

Are cues embedded in the scenario to progress the case?

Does the learner have a reasonable amount of time to achieve the objectives?

Are critical actions/performance measures clearly identified?

Varies.

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

Not provided.

Criterion 5: Fidelity*

Elements of physical,conceptual, and psychological fidelity should be used to create realism.

Fidelity type

Physical - replicates environment where situation would occur (e.g. manikin, bed, equipment)

Conceptual - elements relates to each other in a realistic way (e.g. vitals are consistent with diagnosis)

Psychological - mimics the contextual elements (e.g. noise, lighting, family members, distractions, time pressure)

Criterion 6: Facilitative Approach

The facilitator should maintain an approach that is participant-centered and driven by the objectives, participant’s knowledge or level of experience, and the expected outcomes.

Criterion 7: Pre-briefing

Simulation experiences should begin with a structured pre-briefing to create trust, integrity and respect. Learner’s are provided expectations, orientated to the space, equipment, simulator, method of evaluation, roles, and time allotment.

Criterion 8: Debriefing*

Debriefing, based on theoretical framework, should immediately follow the experience. A trained debriefing facilitator will support confidentiality, trust, open communication, self-analysis, feedback, and reflection.

Debriefing Context

Comments

Are resources provided for integration in the debriefing process?

Most included general objectives. Some also included scenario specific debriefing questions.

Are there faculty-specific guidelines to facilitate debriefing?

Debriefing questions included on template. One listing is a video demonstration of the Debriefing for Meaningful Learning method.

Is the debriefing structures and theory based?

Are the debriefing points congruent with the objectives and simulation?

Some listings do not include scenario specifiic objectives.

Criterion 9: 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 should be used to measure expected outcomes.

Evaluation Context

X

Are evaluation tools provided?

X

Are evaluation tools valid and reliable?

X

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

X

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

Criterion 10: Preparation Materials

Participants should be provided preparation materials and resources to meet identify objectives and expected outcomes. Activities address knowledge, skills, attitudes, and behaviors expected.

Criterion 11: Pilot Test

All simulation-based experiences should be pilot tested to ensure intended purpose achievement.

Faculty & Student Support

Faculty Training and Support

No training required

Easily navigated?

X

Implementation guide?

X

Clinical replacement plan provided?

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?

NCLEX Test Plan mapping?

Varies; 2007 NCLEX test plan categories