TEACHING STRATEGIES PLAN

Simulation Involving Interdisciplinary Healthcare

team in a Deteriorating Patient
NAME OF LEARNING
ACTIVITY
Learning Activity Students will participate in a simulation that involves a
Summary patient deteriorating to code status. In this simulation, they
will work with providers, respiratory therapist, pharmacy,
care coordinator, chaplain, and different roles of the nurses
participating. Students will practice who to call and what
information to relay. Students will experience communication
with family, transferring patient to an ICU setting where they
will give report to ICU nurse. After simulation will follow a
debriefing of the experience. Students will write a reflection of
scenario experience and how they felt about performance.
Cognitive: Understand, Apply, Analyze, Evaluate, Synthesize

Domain of Learning Affective: Receive, Respond, Value, Organize, Internalize

(Blooms Taxonomy
Revised) Psychomotor: Imitate, Manipulate, Perfect, Articulate

Student-Centered At the completion of this learning activity, the learner will:

Learning Objective(s)
Coordinate the care of a patient in crisis and show effective
communication skills to appropriate individuals
Display appropriate actions in working with a team to assist
the deteriorating patient
Critique whether effective interdisciplinary collaboration is
occurring during a crisis event on a patient

Preparation Required Teacher will have to develop the scenario of a patient that
by Teacher/Facilitator deteriorates to code status, write the simulation, recruit
and Materials Needed instructors to run and facilitate simulation. A lab with
preferably a high-fidelity manikin, equipment used in the
scenario, and actors to assist as family and other IDT
members is needed.

Time Allotted Student prep time and for report on patient 10 minutes.
Scenario 20 to 30 minutes. Debriefing after 30minutes.
Reflections of simulation 10 minutes
Learning Styles Information Presentation: X sight X sound X text
Addressed by Activity
Modality: X visual X verbal

Approach: X active X reflective

 Understanding: X sequential X holistic

How is content connected Students will have experienced some simulations from
to prior learning? previous semesters, this is for senior year students. Students
will draw from assessment, fundamentals, pharmacy and
pathophysiology class. Students will have previous lessons in
IDT: Who do you call, Jigsaw, short clips, mini case study,
and team rounds.
Reflective Debriefing Debriefing will occur right after the simulation. Emotions and
with Learners (post- performance will be expressed and questions clarified.
learning activity) How Discussion will occur regarding how IDT communication
will it be accomplished? affect patient outcomes. Examples of effective performances
in crisis and communication to family to relaying difficult
information will be reviewed. Students will write a reflection
on their experience in simulation and what they felt about the
IDT collaboration.
Evaluation of Evaluation is from observing performance and behaviors
Learning (How will it during the simulation. Evaluation also occurs in the
be accomplished?) debriefing from participation of the students and knowledge
and questions unveiled. Reflection of the scenario shows what
each students interpretation of the event was and if they ae
able to self-critique the situation and self.
Teacher Reflection This learning activity is a good choice because code situations
require strong IDT collaboration to produce a good patient
(justify choice of learning outcome. Simulations encompasses all the domains and
activity and good fit for learning styles. It assists in developing teamwork,
the identified learning communication, and self-confidence in students. Simulation
objectives) creates a realistic environment in a non-threatening
environment. Debriefing reviews the situation and is student
led so information is gained and mistakes corrected. This
particular scenario of a mock code will help students feel
more comfortable in practice because this has been
determined to be a feared situation for new practicing nurses.
Reflection assists students in self-assessment and strengthens
students to strive for their highest potential. Simulation
creates an experience that will be remembered and can be
repeated.