1) complete the template (Follow the 3 x 3 rule: minimum three paragraphs per part)

             Part 1: Minimum Complete the template

            

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

__________________________________________________________________________________

Part 1: Curriculum Design and Simulation  (Check Sample, sample  1 and 2)

SIM Scenario 

Topic: Unplanned endotracheal tube dislodgement in the ICU in a respiratory failure patient

 Target Audience: Nurses for airway emergencies

With the massive surge of patients requiring intubation and mechanical ventilation that is occurring with this COVID-19 pandemic, statistically we should also expect an increase in number of incidents of UE. According to the Center for Disease Control (CDC, 2020), 60%–75% of COVID-19 patients admitted to the ICU present with ARDS or respiratory failure, and it is likely that these patients required intubation, so, is important to prepare bedside nurses for airway emergencies.

Reference

CDC. (2020). Characteristics of Hospitalized COVID-19 Patients Discharged and Experiencing Same-Hospital Readmission – United States, March–August 2020. Retrieved January 25, 2021, from https://www.cdc.gov/mmwr/volumes/69/wr/mm6945e2.

This week, submit your SIM scenario. 

The purpose of this assignment is to plan and develop a valid 15- to 20-minute simulation scenario based on current evidence and integrating effective teaching strategies based on instructional and learning assessment methodologies. 

It is highly recommended that you follow the simulation template attached 

The following criteria must be incorporated into the simulation scenario and are included in the attached template (File 1):

SIM Scenario 

Topic: Unplanned endotracheal tube dislodgement in the ICU in a respiratory failure patient

Target Audience: Nurses for airway emergencies

Title

1. SIM patient details

2. Estimated scenario time

3. Estimated debriefing time

4. Several paragraphs that summarize the scenario

5. Educational rationale

7. Learning objectives and the scenario focused objectives

8. A list of the standards of nursing care that the simulation focuses on; you can use the NCLEX chart in your text, or national nursing standards such as BSN or MSN essentials. 

9. A list needed supplies and equipment

10. A description of the environment and the prior learning/skills needed

11. A list and description of the number of students involved, their roles, and the instructor role

A list of the patient’s vital signs, cues, prompts, and details of the scenarios

11. The expected student interventions and the correct treatment using a SIM progression outline

12. Several guiding questions for the student during debrief

13. The story must be believable and  must represent a realistic patient experience. The physiological changes in the patient must be authentic.  Nursing interventions must be realistic and within the scope of practice, and represent best practices and standards of care.  Family members’ reactions and behaviors must be represented in a realistic manner in response to the patient’s condition.

ACE-S-logo

Simulation Design Template:

Millie Larsen-Simulation #1

           

Date: 07/01/2013

Discipline: Nursing

Expected Simulation Run Time: 20 minutes

Location: Simulation lab

File Name: Millie Larsen
Student Level: Varied

Guided Reflection Time: 20 minutes

Location for Reflection: Classroom/debriefing area

Admission Date: 07/01/2013 | Today’s Date: 07/01/2013

Brief Description of Client

Name: Millie Larsen

Gender: F Age: 84 Race: Caucasian     Weight: 48 kg Height: 61 in

Religion: Lutheran

Major Support: Dina (daughter) Support Phone: 555-1210

Allergies: no known allergies Immunizations: Influenza & pneumonia (2 years ago)

Attending Physician/Team: Dr. Eric Lund

Past Medical History: Glaucoma, hypertension, osteoarthritis, stress incontinence, hypercholesterolemia   

History of Present Illness:      

Millie’s daughter became concerned yesterday when she stopped over to check on her and found her still in her bathrobe at 5:00 PM. The house was very unkempt, and Millie couldn’t remember her daughter’s name. Millie was brought to the emergency department by her daughter and she was finally admitted to the general medical-surgical unit around 9:30 AM. U/A, CBC, and basic metabolic panel labs have been completed and sent to the lab. Results are available.   

Social History: Widow for one year; involved in church activities and gardening. Daughter and grandchildren live nearby. 

Primary Medical Diagnosis: Dehydration; UTI  

Surgeries/Procedures & Dates: Cholecystectomy at age 30  

Nursing Diagnoses: Urinary incontinence; acute confusion; fluid volume deficit

Psychomotor Skills Required Prior to Simulation

· General head-to-toe assessment

· SPICES and Confusion Assessment Method (CAM) assessment tools

Cognitive Activities Required Prior to Simulation

[i.e. independent reading (R), video review (V), computer simulations (CS), lecture (L)]

· Basic knowledge of geriatric syndromes and the atypical presentation of older adults. (L, R) 

· Tools in the Try This: ® and How to Try This Series, available at
http://consultgerirn.org/resources
. Specific tools recommended for th

1
© 2015, National League for Nursing. Adapted from Child, Sepples, Chambers (2007). Designing simulations for nursing education.

In P.R. Jeffries (Ed.) Simulation in nursing education: From conceptualization to evaluation (p 42-58). Washington, DC: National

League for Nursing.

This Simulation Design Template may be reproduced and used as a template for the purpose of adding content for specific

simulations for non-commercial use as long as the NLN copyright statement is retained on the Template. When used for this

purpose, no specific permission is required from the NLN.

Simulation Design Template

Date:

Discipline: Nursing

Expected Simulation Run Time: Approx. 15

mins.

Location: Community Clinic or

Primary Healthcare Provider Office

File Name: Care to the Trans* and Gender Non-

Conforming Identified Patient

Student Level: Adapted to Cover All Levels

Guided Reflection Time: Approx. 45 mins.

Location for Reflection:

Admission Date: | Today’s Date: XX/XX/XX

Brief Description of Client

Name: Joe Ramirez

Gender: MtFTG Age: 25 Race: n/a Weight: n/a Height: n/a

Religion: n/a

Major Support: Parents & Girlfriend Support Phone: 301-XXX-XXXX

Allergies: NKDA Immunizations:

Primary Care Provider/Team: No current primary provider. Has been under the care of an endocrinologist, Samuel

Gordon, MD, for masculinizing hormone therapy treatments.

Past Medical History: Relatively healthy. Taking testosterone therapy for over 1-year.

History of Present Illness: Presents today to obtain a flu-shot and annual physical

Social History: In a committed heterosexual relationship for approximately two years. Feels supported in relationship

with his girlfriend. Otherwise history unremarkable.

Primary Medical Diagnosis:

Surgeries/Procedures & Dates: Mastectomy and Chest Reconstruction

Nursing Diagnoses: discuss with participants in debriefing

2
© 2015, National League for Nursing.

Psychomotor Skills Required Prior to Simulation:

Review and practice effective inter-professional communication tools and strategies; namely, ISBARR

Review strategies for therapeutic communication in the patient care setting, and practice those strategies;

Review and practice patient assessment skills.

Cognitive Activities Required Prio

Simulation Design Template

Date:

Discipline:

Expected Simulation Run Time:

Location:

Sim Name:

Your Name:
Target Learning Group:

Estimated Debriefing Time:

Guided Reflection Time:

Brief Description of Patient

Admission Date: Today’s Date:

Name:

Gender: Age: Race: Weight: Height:

Religion:

Major Support: Support Phone:

Allergies: Immunizations:

Primary Care Provider/Team:

Past Medical History:

History of Present Illness:

Social History:

Primary Medical Diagnosis:

Surgeries/Procedures & Dates:

Nursing Diagnoses:


Simulation Summary


Educational Rationale


Learning Objectives

· General Objectives:

· Simulation Scenario Objectives:


Standards aligned


Supplies and Equipment Needed

2

© 2015, National League for Nursing. Adapted from Child, Sepples, Chambers (2007). Designing simulations for nursing education. In P.R. Jeffries (Ed.) Simulation in nursing education: From conceptualization to evaluation (p 42-58). Washington, DC: National League for Nursing.

This Simulation Design Template may be reproduced and used as a template for the purpose of adding content for specific simulations for non-commercial use as long as the NLN copyright statement is retained on the Template.  When used for this purpose, no specific permission is required from the NLN. 

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Adapted from : © 2015, National League for Nursing. Adapted from Child, Sepples, Chambers (2007). Designing simulations for nursing education. In P.R. Jeffries (Ed.) Simulation in nursing education: From conceptualization to evaluation (p 42-58). Washington, DC: National League for Nursing.

Psychomotor Skills Required Prior to Simulation:

Cognitive Activities Required Prior to Simulation:

[i.e.

color logo 124 (coated) - 2

color logo 124 (coated) - 2

Simulation Design Template

(revised May 2019)

(name of patient) Simulation

Date:

Discipline: Nursing

Expected Simulation Run Time:

Location:

Today’s Date::

File Name:
Student Level:

Guided Reflection Time: Twice the amount of time that the simulation runs.

Location for Reflection:

Brief Description of Client

Name:

Date of Birth:

Gender: Age: Weight: Height:

Race: Religion:

Major Support: Support Phone:

Allergies: Immunizations:

Attending Provider/Team:

Past Medical History:

History of Present Illness:

Social History:

Primary Medical Diagnosis:

Surgeries/Procedures & Dates:

Psychomotor Skills Required of Participants Prior to Simulation

(list skills)

Cognitive Activities Required of Participants Prior to Simulation

(textbooks, lecture notes, articles, websites, etc.)


Simulation Learning Objectives

General Objectives (Note: The objectives listed below are general in nature and once learners have been exposed to the content, they are expected to maintain competency in these areas. Not every simulation will include all of the objectives listed.)

1. Practice standard precautions.

1. Employ strategies to reduce risk of harm to the patient.

1. Conduct assessments appropriate for care of patient in an organized and systematic manner.

1. Perform priority nursing actions based on assessment and clinical data.

1. Reassess/monitor patient status following nursing interventions.

1. Communicate with patient and family in a manner that illustrates caring, reflects cultural awareness, and addresses psychosocial needs.

1. Communicate appropriately with other health care team members in a timely, organized, patient-specific manner.

1. Make clinical judgments and decisions that are evidence-based.

1. Practice within nursing scope of practice.

1. Demonstrate knowledge of legal and ethical obligations.

Simulation Scenario Objectives (limit to 3 or 4)