Montgomery College Product Review

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...

Date of Review

September 2, 2020

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

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?

Product website optimized for viewing on a tablet?

X

Mobile app available?

Does the product work without special software?

Does the product work without special equipment?

Are there internet speed requirements?

Accessibility Standards Compliant?

Standards of Best Practice

Based on Healthcare Simulation Standard of Best PracticeTM: Simulation Design[1][2][3][4]

Product review evaluation includes criteria marked with an asterisk (*). Unmarked criteria are important to incorporate as part of a complete simulation-based experience (SEB).

Criterion 1: Consultation*

In designing SBEs, important to use content experts and those knowledgeable in simulation education, pedagogy and best practice.

Objectives

Comments

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

Noted - reviewed and updated periodically for accuracy and current best practices.

Criterion 2: Needs Assessment

Faculty conduct a needs assessment, identify learning gaps, and select a simulation to meet their learners’ needs. May include a gap analysis, SWOT, survey results from stakeholders, outcome data from testing or standards from certifying bodies, or practice guidelines.

Criterion 3: 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 4: Format*

Development of the SBE uses a theoretical and/or conceptual framework focusing on the purpose and learner. The simulation has a designated start, purposeful activities and a clear end-point.

Structure

Comments

Are targeted participants identified?

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

X

Are assessment type or evaluation method identified?

Is there a beginning, middle and end to simulation?

Criterion 5: Scenario Design*

Provides a process that supports objectives and expected outcomes; creates a backstory, cues to guide learners; timeframes to facilitate progression, and identifies critical actions/performance measures for evaluation.

Scenario Context

Comments

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

Varies by scenario.

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 by scenario.

Criterion 6: Fidelity*

Use elements of physical, conceptual, and psychological fidelity to create realism.

Fidelity type

Physical - Does the environment replicate where the situation would occur (e.g. manikin, bed, equipment)?

Conceptual - Do elements realistically relate to each other (e.g. vitals are consistent with diagnosis)?

Psychological - Do contextual elements mimic certain aspects of the environment (e.g. noise, lighting, family members, distractions, time pressure)?

Criterion 7: Facilitative Approach

The facilitator should plan a learner-centered approach driven by the objectives, participants’ knowledge or level of experience, and the expected outcomes.

Criterion 8: Prebriefing

Provide learners with preparation materials and a structured prebriefing tied to objectives and a psychologically safe environment to create trust, integrity and respect. Provide learner’s expectations, orientation to the space, equipment, technology, method of evaluation, and roles.

Criterion 9: Debriefing*

Debriefing, based on theoretical frameworks or evidenced-based concepts, should immediately follow the experience. A trained debriefing facilitator will support a process to encourage reflection, knowledge exploration, identify performance/system deficits in an environment of psychological safety.

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 structured and theory based?

Are the debriefing points congruent with the objectives and simulation?

Some listings do not include scenario specific objectives.

Criterion 10: 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 is 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 11: Pilot Test

Important to pilot test all SBEs to ensure the intended purpose is achieved.

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 by scenario; 2007 NCLEX test plan categories

References

  1. INACSL Standards Committee, Decker, S., Alinier, G., Crawford, S.B., Gordon, R.M., Jenkins, D., & Wilson, C. (2021, September). Healthcare Simulation Standards of Best PracticeTM The Debriefing Process. Clinical Simulation in Nursing, 58, 27-32. [http://dx.doi.org/10.1016/j.ecns.2021.08.011]
  2. INACSL Standards Committee, McMahon, E., Jimenez, F.A., Lawrence, K., & Victor, J. (2021, September). Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance. Clinical Simulation in Nursing, 58, 54-56. [http://dx.doi.org/10.1016/j.ecns.2021.08.016]
  3. INACSL Standards Committee, Miller, C., Deckers, C., Jones, M., Wells-Beede, E., & McGee, E. (2021, September). Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives. Clinical Simulation in Nursing, 58, 40-44. [http://dx.doi.org/10.1016/j.ecns.2021.08.013]
  4. INACSL Standards Committee, Watts, P.Il, McDermott, D.S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P.A. (2021, September). Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation in Nursing, 58, 14-21. [http://dx.doi.org/10.1016/j.ecns.2021.08.009]
  5. Lioce, L.(Ed.,), Lopreiato, J. (Founding Ed.), Downing, D., Chang, T.P., Robertson, J.M., Anderson, M., Diaz, D.A., & Span, A.E. (Assoc. Eds.) and the Terminology and Concepts Working Group (2020) Healthcare Simulation Dictionary (2nd ed.). Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication No. 20-0019. [https://doi.org/10.23970/simulationv2]
Last updated: October 18, 2021