Simulation Design

Although as a novice simulation educator you are probably not designing your own simulations, it is helpful to understand how the simulation design process should work. The diagram below provides an overview of the simulation design process

Designing a new simulation begins with a needs assessment. Look at the curriculum and identify key concepts that should be reinforced through simulation. In addition practice standards and guidelines such as QSEN should be incorporated. The needs assessment leads to the development of measurable learning objectives. The other design elements are driven by the scenario objectives.

Criterion 1: Perform a Needs Assessment*

The novice would not be responsible to conduct the needs assessment which is described above. This criterion involves having a rationale for why a certain clinical problem, type of client, care activity or safety concern is incorporated into the simulation-based experience. This requires an analysis of a current gap in the curriculum or students’ clinical experiences. The analysis leads to the development of goals and objectives for the simulation-based experience.

Criterion 2: Construct Measurable Objectives*

The novice does not need to develop the objectives but should review the scenario objectives prior to participating in the simulated learning experience. In some cases the objectives may not be disclosed to the learner in advance.

• Be careful to keep the scenario focused on the objectives
• Avoid taking the scenario in an unintended direction

Criterion 3-5 Involve Design Elements

• Criterion 3: Structure the Format and Modality*
• Criterion 4: Design Scenario Case*
• Criterion 5: Use of Fidelity to Create Perception of Realism*

Criterion 6: Facilitative Approach Consistent with Objectives*

The degree of facilitator involvement is determined by the scenario objectives

See the Facilitation standard

Criterion 7: Begin Simulation with Prebrief*

Prebrief sets the stage and expectations for the experience

• Review Fiction Contract and Basic Assumption
• Provide learners with an overview of what they are expected to do
• Orient learners to equipment and environment

Include video example of Prebrief

Criterion 8: Follow Simulation with Debriefing*

See the Debriefing Standard

Criterion 9: Include Evaluation*

• Ensure that learners are clear on whether experience is formative or summative

Evaluation Includes:

• Evaluation of the Learners
• Simulation itself
• Facilitation

See the Evaluation Standard

Criterion 10: Provide Preparation Materials*

Preparation materials could include readings, lab activities, review of the case history, homework, videos, pretests

Ensure that preparation assignments are provided to the learner in advance and completed

Criterion 11: Pilot Test Simulation*

The novice should not be responsible for pilot testing a simulation

*The INACSL Standards Committee (2016, December). INACSL Standards of Best Practice: Simulation^SM: Simulation design. Clinical Simulation in Nursing, Volume 12 (S), S5-S12. http://dx.doi.org/10.1016/j.ecns.2016.09.005.