Dr.

Judie Arulappan, MSc(N), PhD, DNSc, CHSE

Certified Healthcare Simulation Educator (SSH, USA)
Faculty Fellow (CETL, SQU, Oman)
Director/ Nursing Laboratory and Simulation Unit
Associate Professor, Department of Maternal and Child health,
College of Nursing, Sultan Qaboos University
Al Khoud, Muscat, Sultanate of Oman
judie@squ.edu.om
Mobile: +968 95631235/ +968 24145480
Date: 11th July 2025 from 7-8 pm IST
Venue: Nurses Lab & Mission College of
Nursing,Varanasi, India
Theme: Current trends in Simulation in
Clinical Nursing Education
Topic: Designing and implementing effective
Simulation scenarios for different nursing
specialities
 Objectives
1.Introduction to simulation in healthcare
2.Introduction to INACSL standards of best
practices
3.Designing and implementing effective
Simulation scenarios for different nursing
specialities
 Declaration
“We believe everyone participating in
simulation activities here today are
intelligent, capable, care about doing their
best, and want to improve.”

" Whatever happens in Simulation, stays in

the Simulation lab".

“I do not have any conflict of interest to

disclose”
 Why I Became a Simulationist?

Medication error by nurses Witnessed two patients

(Failure to add dopamine loosing lives (If the
with NS/ KCL- Fast IV healthcare providers are
adequately prepared, these
errors will never happen in
clinical practice)
 Simulation
Various rare, unseen, emergency Safe and non - threatening
clinical situations environment

Simulation
(Students and
qualified healthcare
providers)

Reflect on how they performed, Develops clinical skills and clinical

what went well and what needs to be judgement/Testing and introduction
changed of new protocols to the hospitals
 Bridges
theory-practice
gap

Simulation

Learn from
Gains
mistakes and
confidence
real clinical
before clinical
practice errors
practice
are prevented
What research
evidence say?
50% of clinical
40% of clinical
hours could be
hours are used
replaced with
for simulation
simulation
(Singapore
(NCSBN study,
Nursing Board)
USA)

1 hour of Clinical
simulated competency,
practice is critical thinking,
equivalent to self-confidence,
two hours of teamwork,
clinical practice communication
Simulation (Low,
Medium, High, SP,
VR & Others)All
Traditional clinical
clinical courses
practice
 •Critical elements
Pass

•Safe to practice
Fail
 OSCE
Theory exams
are
standardized.
Why not
clinical exams?

Readiness
Simulation for clinical
practice
 Skill based simulation
• Help learners develop, refine and master their clinical and procedural skills in
a controlled environment before applying in real life practice (Insertion of IV
lines, catheters, NG tubes, Wound care and dressing, CPR and airway
management, Suturing techniques, Medication administration) Repetitive
practice/Objective assessment/Evidence based skill checklist, Simple to
complex tasks, Structured feedback

Scenario based simulation

• Advanced form of simulation, where learners engage in realistic, immersive
clinical scenarios to develop both technical and non- technical skills such as
clinical reasoning, teamwork, communication, and decision-making.
Simulation modalities in healthcare
Part task trainers

16
Human patient simulators

17
Virtual reality (VR Head sets/VR Goggles/Not interacting with real
world/ completely in virtual world with virtual patients)

18
 Augmented Reality (AR)

Augmented Reality (AR) is a technology that adds digital content—

such as images, sounds, or data—on top of the real world in real
time.
Eg: AR apps showing anatomical structures over a patient’s body to
guide medical procedures.
Eg: Students can view 3D models of organs, bones, and systems
projected onto real objects or surfaces.
Eg: Helps patients understand their condition or surgery plan through
3D visuals overlaid on their body or models.
Hybrid simulation

22
Simulation using Standardized patient
Distance based simulation

27
28
Computer based simulation
Bio- skills

30
In- Situ Simulation

31
Introduction to INACSL standards
of best practices
 Healthcare Simulation standards of Best practice
The International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee
and the INACSL Board of Directors (BOD) introduced the fourth edition of the Standards of Best Practice.
• Healthcare Simulation Standards of Best Practice (HSSOBP) consist of the following individual Standards;
1. Professional Development (NEW)
2. Prebriefing: Preparation and Briefing (NEW)
3. Outcomes and Objectives
4. Simulation Design
5. Operations
6. Facilitation
7. The Debriefing Process
8. Professional Integrity
9. Sim-Enhanced IPE
10. Evaluation of Learning and Performance
Standard 1 Professional Development
 Introduction to professional
development

Simulationist Initial Ongoing

professional professional
development development
 High
Stay
quality
current
simulation
with new
experience
knowledge
s

Meet the
educationa
l needs of
the
learners
 Identify gaps based on recognized
resources
• Healthcare Simulation Standards of Best Practice
• Certified Healthcare Simulation Educator (CHSE) Standards
• Society of Simulation and Healthcare (SSH) Accreditation Standards
• Association for Standardized Patient Educators (ASPE) Standards
• Association for Simulated Practice in Healthcare (ASPiH Standards)
• National Organization of Nurse Practitioner Faculties (NOPF),
• Canadian Certified Simulation Nurse Educators competencies (CASN)
Roles and responsibilities of
Simulationists
Operations
specialists
/Technical
specialists

Researcher

Educator/
Facilitator

Administrator
 Criteria Necessary to Meet this Standard

Criterion 1

Educational
needs
assessment and
gap analysis
(Faculty,
Students,
organization,
Hospital)
 Criterion 2

Professional
development
activities
Standards of Peer relationship Engage with
professional within healthcare simulation
organizations simulation field mentors

Peer review with

simulation
experts
 Professional
Collaborate with
certification in
others in
simulation (CHSE,
simulation
CHSOS)

Formal academic
degrees and
fellowships
 Healthcare simulation conferences (IMSH, INACSL)

Publications (Clinical Editorials

simulation in Nursing/Journal of
simulation/Journal of healthcare
simulation, Advances in simulation)

Lead or present a session, poster, workshop

Empirical research Blogs

Incorporate current best practices of simulation

Social media Presentations

 Criterion 3

Re-evaluate
Professional
development
plan
 Individual Organizational
Re-evaluate
needs needs
 Personal reflection on
professional development
• In 2016, trained by Dr. Jenifer Barilet, a Simulationist from the USA.
• Completed OSCE trainer program in Oman.
• Completed International visiting scholar program in Simulation in Duke center of Nursing
Discovery, Duke University, North Carolina, USA in June-July, 2022.
• Completed course on The Standards, Core Competencies and Best Practices in Healthcare
Simulation, Society of Simulation in Health care, Minneapolis, United States of America, August,
2022.
• Completed INACSL Simulation Education Program (ISEP), which is a 6 months certification course
in Simulation offered by INACSL, Chicago, USA.
• Professional membership in International Nursing Association for Clinical Simulation and Learning
(INACSL) since August, 2022.
• Professional membership in Association of Standardized Patient Educators (ASPE) since August,
2022.
• Professional membership in Society for Simulation in Healthcare (SSH) from 2020 till date.
• Conducts and publishes Simulation based research.
• Formulated and registered research group titled Simulation and Interprofessional education at
SQU.
• SSH's Accreditation Online Course (Teaching and Education standards)
• SSH's Accreditation Online Course(Core standards)
• Developed Simulation Training Curriculum (Formal Training Affinity Group - Society for
Simulation in Healthcare)
• Developed simulation policy and procedure manual for the College of Nursing, SQU
• Chair of Simulation and Interprofessional education committee from 2022 onwards
• Reviewer for Clinical simulation in Nursing, Q1 journal
• INACSL Oman Regional interest group (RIG) (Vice President)
• INACSL Research committee
• INACSL Debra Spunt Grant Application Scoring committee
• INACSL Professor rounds committee
• Simconnect Liaison Chair (SSH), USA
• Resource person for Simulation based workshops and conferences in different countries
• Completed CHSE certification in 2024
• Standardized the simulation based teaching in the CON, SQU
 Reflection
Dr. Nicole (Nikki) Petsas Blodgett, PhD, RN, CHSE

Dr. Valerie Howard, PhD, RN, CHSE

Dr. Margory (Margie) A. Molloy, DNP, RN, CNE, CHSE

Standard 2 Preparation and Briefing
 Prebriefing
1. Psychological/Physical safety
2. Learning Objectives
3. Orientation to Environment (Scavenger hunt)
4. Role Clarification (Role badges)
5. Fiction Contract
6. Necessity of suspending disbelief
7. Buying into the scenario
8. Respect all learners, regardless of outcome
9. Time Management and Scenario Flow
10.Professionalism
11.Rules of Engagement
12.Logistics and Technical Orientation
13.Encouragement and Reassurance
14.Photo and video recording
15.Post simulation activities (Evaluation, research)
16.Observation checklist by peers/faculty
17.Debriefing
 Suspension of Disbelief During Simulation-Based Learning
Physical/Environmental fidelity (equipment, supplies, sounds, staff, and
setting) Eg: An audible alarm sounds when the patient’s pulse oximetry
decreases to 80%, room design should be similar to the work environment of
the hospital, equipment should be familiar to the participant, deficiencies from
reality should be introduced during the prebrief)
Functional fidelity (refers to the realistic responsiveness of the simulator,
improvement of the manikin’s lung sounds following chest physio therapy)
Psychological fidelity (refers to the degree to which the trainee perceives the
simulation to be a believable surrogate for the trained task’, facilitator should
create a believable environment and the participant should have the ability
and willingness to believe). (Mimic stressful clinical event like death)
Conceptual fidelity
The case should mimic the real hospital situation.
53
Standard 3 Outcomes and Objectives
 S.M.A.R.T. criteria for writing objectives
Specific : What exactly are we going to do for whom? Is the objective clearly
worded using strong action verbs? Are terms concrete, well-defined, and learners
informed of what is expected?
Measurable : Is it quantifiable and measurable? Consider numbers and units of
measure for comparison.
Achievable : Can the SBE be completed in the proposed time frame with the
resources and support available? What are the limitations to consider?
Realistic : Will the SBE have an effect on the desired goal or outcome? Are the
resources required available for this activity?
Time phased : When will this objective be accomplished? What is the stated
timeline?
 Simulation Objectives (What you plan to teach or
assess)
• Simulation objectives are pre-defined, specific goals that describe what learners
are expected to achieve during the simulation.
• They guide the design, delivery, and facilitation of the simulation experience.
• Before the simulation (planning phase).
Example: “The student will demonstrate effective communication using ISBARR
format during a handoff.”
1. By the end of the simulation, the student will accurately assess and document vital signs and
pain score for a post-operative patient within 5 minutes.
2. During the trauma scenario, the student will initiate the primary survey (Airway, Breathing,
Circulation) within 3 minutes and call for help using institutional protocol.
3. The student will identify abnormal respiratory patterns and escalate care to a senior nurse in
a simulated child with bronchiolitis within 5 minutes of assessment.
4. By the end of the obstetric hemorrhage scenario, the student will administer uterotonic
medications correctly and perform fundal massage as per protocol.
5. The student will demonstrate therapeutic communication by using at least three open-ended
questions when interviewing a simulated patient with depression.
6. During the simulation, the student will correctly don and doff personal protective equipment
(PPE) without breaches in protocol within the first 3 minutes.
7. By the end of the scenario, the student will prepare and administer five rights of medication
(right patient, drug, dose, route, time) with zero errors.
 Simulation Outcomes (What was actually
achieved)
• Simulation outcomes are measurable results that indicate what learners actually
accomplished or demonstrated during or after the simulation.
• They reflect learner performance and the effectiveness of the simulation.
• After the simulation (evaluation phase).
Example:“80% of students used ISBARR format correctly during the handoff in
the debriefing analysis.”
• 95% of students accurately assessed and documented all vital signs and pain score within the 5-
minute time frame during the simulation.
• 90% of students performed the ABC assessment in the correct sequence and called for help
using the institutional protocol within 3 minutes.
• 88% of students recognized signs of respiratory distress and notified a senior nurse within 5
minutes of assessment.
• 92% of students correctly administered the prescribed uterotonic agent and performed fundal
massage according to institutional guidelines.
• 85% of students used at least three relevant open-ended therapeutic communication techniques
during the patient interaction.
• 97% of students demonstrated proper donning and doffing of PPE with zero breaches, and
within the required time frame.
• 100% of students correctly followed all five rights of medication administration without
committing any safety errors.
Standard 4 Simulation design
 Needs assessment Content expert

. Simulation
design

Objectives and
Modality & Fidelity
outcomes
 Prebriefing
Scenario
plan

Facilitation
(Cues, Debriefing
Scenario plan
progression)
 Review of
Evaluation
the
plan
scenario

Pilot
testing or Moulage
dry run
 Moulage
Professional vs Low-Cost Moulage

Both professional and low-cost moulage can

achieve high face and content validity, with
professional techniques rated slightly higher for
realism.

Low-cost, homemade moulage is seen as a

practical alternative, especially in resource-limited
settings, and is generally well-received
by students.
• 1. Fake Blood
• Ingredients:
• Corn syrup (or glucose syrup) – 1 cup
• Red food coloring – 2 tbsp
• Cocoa powder – 1 tbsp (for dark,
realistic blood)
• Optional: Cornstarch (for thicker
blood)
• Instructions:
• Mix syrup with red food coloring.
• Add cocoa powder and stir until
smooth.
• Adjust color or thickness as needed.
• Open Wounds / Cuts
• Materials:
• Gelatin – 1 tbsp
• Water – 2 tbsp
• Red food coloring
• Tissue paper
• Foundation or skin-tone makeup
• Instructions:
• Mix and heat gelatin and water until
melted.
• Apply a thin layer to the skin and shape a
cut with a spatula.
• Press torn tissue to build texture, then
color with red and brown makeup.
• Add fake blood in the center.
• Blisters
• Materials:
• Gelatin (or liquid latex)
• Water
• Clear hair gel or glycerin
• Instructions:
• Mix gelatin and water, apply as a
dome on the skin.
• Let it set, then inject or dab a
drop of clear gel inside.
• Pus / Infected Wound
• Materials:
• Petroleum jelly
• Yellow food coloring
• Green food coloring (tiny drop)
• Fake wound base (latex or gelatin)
• Instructions:
• Mix yellow with a tiny bit of green into
petroleum jelly.
• Apply into the center of a wound to
simulate pus.
• Surround with red/purple makeup for
inflammation.
• Rashes
• Materials:
• Red face paint or lipstick
• Cotton swab
• Baby powder (for texture)
• Instructions:
• Apply red paint with a cotton swab in
small blotches.
• Dab some baby powder lightly for a dry
skin look.
• Add tiny dots of dark red for petechiae
if needed.
• Cyanosis (Blue Skin / Hypoxia)
• Materials:
• Blue, purple, and grey eyeshadow
• Sponge
• Instructions:
• Apply blue-grey shadow around
lips, fingertips, and eyes.
• Blend purple at edges to simulate
reduced oxygen.
• Amputated Finger
• Materials:
• Paper towel or tissue
• Tape
• Fake blood
• Gauze wrap
• Instructions:
• Fold tissue to the shape of a severed
stump and tape over a bent finger.
• Apply blood and wrap in gauze.
• Keep one knuckle out to enhance
illusion.
Moulage Kit
Moulage Recipes

Books
Online
 Simulation process
Pre-learning
(Demonstration)

Evaluation Pre-briefing

Debriefing Simulation
Culturally inclusive care

79
Standard 5: Operations
Logistics Technology

Human Strategic
resource plan

Budget Space
Standard 6: Facilitation
Prebriefing: 10-15 minutes
Simulation: 30 minutes
Debriefing: 1 hour
• Predetermined cues are incorporated into the design of the simulation
based on common and anticipated actions by participants.
• Unplanned cues (also referred to as lifesavers) are delivered in
response to unanticipated participant actions; laboratory results,
moulage, phone calls from providers or other health care departments,
comments from patient, a family member, or triggered by equipment in
the room; a standardized patient can be used to provide cues to manage
the unexpected events.
High level facilitation
• Outlines the debriefing process
• Guides discussion
• Facilitator: Low level involvement
• Learners: High level involvement

Low level facilitation

• Facilitator takes on an involved role
• Leaners are less involved and have less initiative
• Simulation educator may over instruct.
Standard 7: The Debriefing Process
 Performers

Observers

Facilitators
 Phases of debriefing
• Time for learners to diffuse and decompress
"blow off steam."
Reaction/
• Open-ended questions about how learners feel?
Description
• Review the facts of the event

• Preview topics/learning objectives

Understandin • Explore, discuss, inquire
g/
Analysis
• What happened? Why did it happen?

• "Take-home messages."
• Apply learning experience to a future
Application/ encounter
Summary • Allow for learners questions
Debriefing models
1. Debriefing for Meaningful Learning (DML)
2. Debriefing with Good Judgment
3. Diamond
4. Gather, Analyse, Summarize (GAS)
5. PEARLS for System Integration (PSI) Frameworks
6. Promoting Excellence and Reflective Learning in Simulation (PEARLS)
7. Plus-Delta
8. Review the event, Encourage team participation, Focused feedback, Listen to each other, Emphasize
key points, Communicate clearly, and Transform the future (REFLECT)
9. The 3D Model of Debriefing (Defusing, Discovering, and Deepening)
10. The Critical Incident Stress Debriefing Model
11. Learning Conversations55
12. Situation-Based-Impact-Intent (SBII) 89
Standard 8: Professional Integrity
 Equity,
Inclusiveness,
Diversity

Professional
Ethical
integrity
Confidentiality
behaviors
(Staff,
students, SP)

Mutual respect
 Standard 9:Simulation-
Enhanced Interprofessional
Education
 Adult learning
theory

Address Team based

barriers to IPE learning

NLN Jeffrey’s
TeamSTEPPS simulation
theory

Evaluation plan
1. Health Professional Collaboration Scale
2. Interprofessional Collaborative Competency Attainment Survey
3. InterProfessional Activity Classification Tool
4. Interprofessional Socialization and Valuing Scale
5. KidSim Team Performance Scale
6. Readiness for Interprofessional Learning Scale (RIPLS; Revised)
7. Student Perceptions of Interprofessional Clinical-Education Revised
Instrument
8. TeamSTEPPS Teamwork, Attitude Q, Team Readiness Assurance Test
9. Individual Readiness Assurance Test,
10. Interprofessional Collaborator Assessment.
95
Standard 10: Evaluation of Learning
and Performance
1. Formative evaluation of the learner is meant to foster
development and assist in progression toward achieving
objectives or outcomes.
2. Summative evaluation focuses on the measurement of
outcomes or achievement of objectives at a discrete moment
in time, for example, at the end of a program of study.
3. High-stakes evaluation refers to an assessment that has
major implications or consequences based on the result or
the outcome, such as merit pay, progression or grades.
97
1. Organizational Readiness

LOW- HIGH-
UPTAKE UPTAKE

MID-UPTAKE

Taplay, K., Jack, S. M., Baxter, P., Eva, K. & Martin, L. (2014).
 SCORS Survey Questions
Defined Need and Support for Change None at All A Little Somewhat Moderately Very Much

1.Towhatextentis innovation,experientiallearningandquality student experiencesclearlydescribed 1 2 3 4 5

ascentralto the missionand philosophy of your institution?

2. To what extent has your organization clearly defined the need to 1 2 3 4 5

consider SBE integration?

The Simulation Culture

3. Towhatextenthaveadministratorswithinyourorganization communicated a 1 2 3 4 5
clear strategic vision for SBE?

4. To what extent have administrators within your organization provided a 1 2 3 4 5

Organizational Readiness Survey

written commitment to SBE?

5. Towhat extent have administratorswithin your organizationprovided 1 2 3 4 5

fundingtosupportthecommitment toSBE?

(SCORS) 6.

7.
Towhat extent does your organizationpromotethe needforSBE
based oncurrentevidence,standards,andguidelines?
TowhatextentisSBEcurrentlybeingused as a teachingmodalityin your institution?
1

1
2

2
3

3
4

4
5

5
8. Towhat extent have the educators you work with articulated a need
forSBEintegrationintothecurriculum? 1 2 3 4 5

9.Towhatextenthavethe educatorsin yourinstitution verbalizeda commitment toSBE 1 2 3 4 5

Adapted from Organizational Culture & integrationintothecurriculum?

Readiness for Culture Change None at All A Little Somewhat Moderately Very Much

Readiness for System-Wide Integration of 10. Inyourorganization,towhat extent is there acriticalmassof professionals who
already possess strong SBE . . .

Evidence-based Practice Survey a. Knowledge 1 2 3 4 5

b. Skills 1 2 3 4 5

c. Positive Attitudes 1 2 3 4 5

• Dr. Bernadette Melnyk and 11. Towhatextentdoadministrators supportculture changeincludingthe effortsrequiredto

implementandsustainSBEprogramintegration?
1 2 3 4 5

12. In your organization,to whatextent arethere credentialedortrained simulationistswho 1 2 3 4 5

mentor/coachothers,including,other simulationists?

Dr. Ellen Fineout-Overholt 13. To what extent does your organization have individuals whomodel
SBE best practice? 1 2 3 4 5
14. Towhatextentarestaff/facultyproficient in the useoftechnology? (I.e. computer
1 2 3 4 5
systems, AV and IT systems)

• TeamSTEPPS Readiness Assessment

15. In your organization, to what extent are there graduate level prepared researchers available to 1 2 3 4 5
assistinresearch todevelop new knowledge, asappropriatetoyourorganization’smission?
16. Towhatextentarelibrariansavailable withinyourorganization to help searchfor evidence-
basedpracticeandrelatedsimulation resources?
1 2 3 4 5

• Guidebook—companion for survey

17. Towhat extentareyourlibrarians accessedto searchforevidence- basedpracticeandrelated
simulationresources?

completion
1 2 3 4 5

18. To what extentdo youbelievethatnowis therighttime to implement a culture change to 1 2 3 4 5

• Validity and Reliability established support SBE?

Time, Personnel, and Resource Readiness None at All A Little Somewhat Moderately Very Much

19. TowhatextentarefiscalresourcesavailabletosupportSBEinthe followingareas:

a. Human resources (simulation personnel)?
b. Education? 1 2 3 4 5
1 2 3 4 5
c. Release time to lead integration of SBE? 1 2 3 4 5
d. Development of physical learning spaces? 1 2 3 4 5
e. Equipment? 1 2 3 4 5
20. To what extentdo employees in your institutionhave access to qualitytechnology,including 1 2 3 4 5
computers,audiovisual equipment,and other institutional technologies?
2. Evaluation of the participants
CCEI - The Creighton Competency Evaluation Instrument

Partial
Image of
Tool, for
presentation
purposes only.
LCJR - Lasater Clinical Judgment Rubric (LCJR)
CSET – Clinical Simulation Evaluation Tool -Interventions,
Evaluations & Critical Thinking, Other Critical Thinking &
Processing Components
Sweeney-Clarke Simulation
Performance Evaluation Tool

• Assessment,
• History Taking,
• Patient Teaching,
• Lab/Dx,
• Nursing Interventions,
• Clinical Judgment,
• Communication & Safety
 Simulation Effectiveness
Tool – Modified (SET---M)
3. Experience –
from
participant’s Debriefing Experience
point of view Scale
 4. Evaluating the Facilitators

1. Debriefing Assessment for Simulation in Healthcare (DASH)

2. Facilitator Competency Rubric (FCR)

3. Clinical Learning Environment Comparison Survey (CLECS)

 5. Curriculum

Clinical Learning Environment

Comparison Survey (CLECS)
 Other useful tools in SBE
The ACTS Tool - Actions , Communication and Teaching in Simulation

Clinical Reasoning Evaluation Simulation Tool (CREST)

Global Interprofessional therapeutic communication scale

Educational Practices Questionnaire (Student Version)

Student Satisfaction and Self-Confidence in Learning

Simulation Design Scale (Student Version)

RAPIDS-Tool – Assessment, management, and reporting of clinical détérioration

Simulation training assessment tool (STAT)

 Experience of interprofessional simulation at SQU
1. Professional Development (Simulation trained faculty of COMHS & CON)
2. Prebriefing: Preparation and Briefing (Together)
3. Outcomes and Objectives (Mapping the curriculum and level of the courses and theory-
practice gap)
4. Simulation Design (Designed it together)
5. Operations (Combined)
6. Facilitation (Together)
7. The Debriefing Process (Together)
8. Professional Integrity (Followed)
9. Sim-Enhanced IPE (Theory courses and simulation together)
10. Evaluation of Learning and Performance (Together)
Action research (Publication)
Where to get the simulation
scenario?
1. KSBN Library of Nursing Simulation Scenarios: The Kansas State Board of
Nursing
2. Medscape MedSim Nursing Scenarios
3. Laerdal Complimentary Nursing Simulation Scenarios
4. University of Washington Simulation Team Training Toolkit
5. Canadian Alliance of Nurse Educators Using Simulation
6. NLN Virtual Simulation Options for Undergraduate Nursing Students
7. Nurse Key Pediatric Nursing Care Clinical Simulation Scenarios for Prelicensure
Students
8. TheSimTech Nursing Simulation Scenarios
9. Montgomery College Nursing Simulation Scenario Library
10. University Health Network Virtual Interactive Case (VIC) System
11. Centennial College, Ryerson University, and George Brown College Virtual
Healthcare Experience
12. USC Standard Patient
13. MedPro Group Sample Scenarios
14. Massachusetts Nursing Initiative Simulation Scenario Library
15. Real patient scenarios
Simulation in Maternal and Child Health
Nursing
End of life care (Pediatrics)
Diabetic ketoacidosis in pregnant women
Neonatal resuscitation
Poisoning in children
Snake bite in children
Drowning in children
Advanced Care Planning - Initiating Discussions
with Parents
Advanced Care Planning - Picking up Cues from
Parents
Anaphylaxis
Acute Asthma – ED
Acute Asthma - Ward
Decreased Consciousness - Infant
Prolonged Seizure
Pyloric Stenosis
Sepsis/Septic Shock
Communicating with difficult children and
parents
Status Asthmaticus
Pneumonia
Breaking Bad News
Seizures
Medication error management
Safe-Guarding Children in ED
Bacterial Meningitis
Post Tonsillectomy Bleed
Hypothermia
Malnutrition
Malignant Hyperthermia
Blood Transfusion Reaction
Respiratory distress
Sickle cell pain crisis
Febrile Neutropenia
Antepartum hemorrhage
Postpartum hemorrhage
Collapse in the Parturient
Unmanaged pain
Hypoglycemia
Urosepsis
Hypertensive disorder of pregnancy
GI bleed
Hypovolemic shock
Shoulder dystocia vaginal delivery
Vaccine hesitance
Disclosure of an Adverse Event
(medical error disclosure scenario)
Delivering Bad News
Pelvic Fracture
Ruptured Ectopic Pregnancy
Shock
Meconium stain simulation
Placenta previa
What modality can be used for MCH
Simulation?

Standardized patient (Pregnant

mother/Children?)
High Fidelity manikin
Hybrid simulation
Part task trainers
Virtual reality
In SQU, Simulation is used as a
summative evaluation strategy in
Maternity nursing clinical course. (Male
students)

OSCE is done to assess the skills in

Maternity and Pediatric Nursing courses.
Simulation in Adult health and Critical
care Nursing
Palliative care
End of life care
Diabetic ketoacidosis (Adult)
Anaphylaxis
Acute Asthma – ED
Acute Asthma – Ward
Sepsis
Supraventricular Tachycardia
Falls Risk Assessment - ED
Falls Risk Assessment - Clinic
Hypothermia
Respiratory distress
Sickle cell pain crisis
Breaking bad news
Urosepsis
GI bleed
Hypovolemic shock
Motor vehicle crash
Abnormal heart rhythm management
Post-operative tonsillectomy/Adenoidectomy
Pulmonary embolism
Surgical site infection
Respiratory deterioration
Acute Ischemic Stroke - Inpatient
Hospital-Acquired Pneumonia
Acute Pulmonary Embolism - Medical Ward
Acute Pulmonary Embolism - Surgical Ward
Exacerbation of COPD
Acute Coronary Syndrome
Acute Left Ventricular Failure
Trauma
Patient Safety - Operating Theatre
Post Tonsillectomy Bleed
Post-Op Total Hip Replacement - Patient Unwell
Disclosing Medical Error
Aspiration Pneumonia/Parkinson's
Incontinence
Tracheostomy Emergencies
Arrhythmias Secondary to Hyperkalemia
Seizures
Acute Asthma
Status Asthmaticus
Pneumonia & Septic Shock (Adult)
Adult Burns Patient
Adult Polytrauma Patient
Isolated Head Injury
Breaking Bad News
Medication error management
Stroke on the Ward
Stroke Thrombolysis
Ulcers & Pressure Areas
Unwitnessed fall
Malignant Hyperthermia
Blood Transfusion Reaction
Unmanaged pain
Angina
Spinal cord injury
Hypoglycemia
Congestive heart failure
CVA
Liver failure
Complications of oxygen therapy
Digoxin toxicity
Bleeding post-cardiac surgery
Cardiac arrest
Accidental extubation
Tension pneumothorax
Blocked tracheostomy
Abdominal Trauma
Adrenal Crisis
Anaphylaxis
Apnea
Asthmatic Protocol for ED
Atrial Fibrillation
Bradycardia
Delivering Bad News
Difficult Airway
Disclosure of an Adverse Event (medical error disclosure
scenario)
Dyspnea
Febrile Neutropenia
Pelvic Fracture
Penetrating Thoracic Trauma
Pulmonary Embolism
Subdural Hemorrhage
Syncope
Toxic Shock Syndrome (bacterial toxin-related illness
scenario, multisystem inflammatory syndrome scenario)
Air leak syndrome
What modality can be used for Adult health
Simulation?

Standardized patient
High Fidelity manikin
Hybrid simulation
Part task trainers
Virtual reality
Simulation in Mental Health Nursing
Aggression management
Client with Clinical Depression & Alcohol Abuse
Self-Harm & Undisclosed Overdose
Communicating with difficult Patients
Mental Health Assessment in Community
Mental Health Assessment: Risk of Suicide & Self-Harm
Self-Harm Risk Assessment
Conflict Resolution on the Phone
Managing an Urgent Situation on the Phone
Seclusion
Tricyclic antidepressant overdose
Opioid Overdose - Emergency Department
Opioid Overdose – Ward
Delirium
Alcohol Withdrawal
Borderline Personality Disorder
Schizophrenia
Bipolar Disorder
Major Depressive Disorder
PTSD
Severe Anxiety
Adjustment Disorder with Depressed Mood
De-escalation of angry patient
Crisis intervention
Suicide risk assessment
Managing difficult patient
Managing stressful nurse
Mediating Conflict
Delirious, Combative/Violent patient
management
What modality can be used for Mental
health Simulation?

Standardized patient Simulation

Virtual reality
Why not HFS?
Simulation in Community health Nursing
Emergency disaster preparedness
Out of hospital cardiac arrest
Initial home visit
Rural care of patient with chest pain
Snake Bite (envenomation scenario, snakebite treatment
scenario)
Accidents
Poisoning
Drowning
Burns
Gun shot injury
Simulation involving family members
What modality can be used for Community health
Simulation?

Standardized patient
Hybrid simulation
Virtual reality
 Simulation in Health Assessment
Simulation in Nursing Leadership
Simulation in MSN programs
Simulation for hospital nurses
Simulation to test the implementation of
protocols
 Tips for additional learning
Training of Standardized patients
standardized patient dialogue
Voice over
SP providing feedback
Outcome based education (EPSLO’s)
Peer assessment and feedback
Student led simulation
IPE Clinic
1 hour of simulation equal to 2 hours of clinical practice
Nursing Laboratory and Simulation Unit (NLSU, Sultan
Qaboos University)
Training in Simulation