Providing Effective Simulation Activities

Developing an undergraduate paediatric simulation workshop in a resource constrained setting: A practical ‘how to’ guide

“…Several factors need to be considered when developing a simulation workshop, including personnel and time available, location of the simulation, and debrief and equipment required . While several simulation suites exist in larger centres throughout New Zealand, the majority of small provincial hospitals lack the luxury of such a resource.…”

“…However, we ensure that a contingency plan is always in place as such locations may become unavailable at short notice due to clinical demands. Ideally, a separate room for debriefing is also arranged …”

“…At the end of each workshop, the equipment is cross‐checked and utilised stock replenished so that all required equipment is readily available for the next session. Wherever possible, equipment such as oxygen masks, medications and investigation request forms are identical to those normally used to minimise the potential for negative learning, which can occur with the use of non‐standardised equipment …”

“…Our scenarios are based on common paediatric conditions that students will almost certainly have encountered during the course of their clinical attachment. When designing scenarios, it is important to incorporate a degree of flexibility as unanticipated actions may be taken by the participants during the simulation …”

“…Initial briefing of the session begins with introductions and a session overview in order to explain the rules of engagement, encourage authentic participation and foster psychological safety. This discussion includes the basic assumption that ‘everyone participating in this simulation is intelligent, capable, cares about doing their best and wants to improve’ . It is vital that students understand the importance of working as a team during the simulation, the need to suspend disbelief to encourage immersion within the scenario and the availability of senior help if required .…”