Simulation Programs

High fidelity simulators are frequently used by instructors to complement didactic learning, providing a 360-degree educational experience that bridges the gap between the traditional classroom setting and real patient encounters.

Incorporating simulation scenarios into your curriculum enables learners to practice a variety of simple, commonly seen diagnoses, as well as complex patient encounters of rare but lethal diagnoses. Simulation sessions can be run as single scenarios for a few learners or multiple scenarios over the course of a day for many learners. Learners may be involved in direct patient care while others can observe in the simulation room, through a one-way mirror, or watch live streaming in one of our classrooms.

Each learner is assigned a role simulating a real-world healthcare team. Sometimes learners are asked to work one level above their usual role, so they can work more independently. For example, a nursing student may be assigned the role of a newly graduated nurse; a medical student may be assigned the role of an intern; a resident may be assigned the role of an attending physician. Often simulations are utilized for interdisciplinary team building where learners can be physicians, nurses, students, social workers and other healthcare team members to improve communication and collaboration.

The debriefing that follows the scenario is the time to re-emphasize the key learning points. Debriefing can occur in the simulation room or in a separate classroom setting. Each has its own advantages. At the bedside, the teacher can demonstrate skills on the manikin, have the learners retry or role-play through key moments, and “stay in the moment”. A separate debriefing room allows learners time to decompress, provides a change of scenery, as well as access to video playback for review.

To view our full list of manikins, please visit https://nysimcenter.org/manikins.

Faculty Roles

During the simulation scenario, there are several roles for the faculty and instructors to play:

As Scenario Director Behind One-Way Mirror

• Direct flow of the case including transitions (vital signs, critical events)
• Communicate with learners via wireless intercom
• Announce the end of the case and help learners transition to debriefing by entering the room

Instructions on how to control a NYSIM simulation using the Laerdal LLEAP Instructor Application

At the Console

• Control the manikin’s vital signs through the instructor’s computer (the technical support team will train faculty how to use this function)
• Speak for “the patient” through a microphone (manikins include speakers in or near their heads)

As an Actor Embedded in the Scenario

• In the room, make “phone calls” or answer an “incoming call” during a scenario as a way to prompt learners or to answer questions
• Help clarify physical exam findings as needed (skin is warm, there is no pulse, etc.)
• Orient learners as needed
• Communicate and clarify data (whether specific medications were given, etc.)

NYSIM has a variety of partial task trainers available to help you teach your learners in a safe simulation environment. At NYSIM, instructors can also design courses that integrate task trainer learning with computerized patient simulators and standardized participants.

Teaching with partial task trainers has been shown to decrease hospital-acquired infections, length of hospital stays, and healthcare costs. Practicing procedural skills builds confidence in learners and is a safe space to learn before performing procedures on actual patients.

From difficult airway management and central venous catheterization to pelvic exams and ostomy care, NYSIM can help you design a high fidelity simulation program suited for your learners.

The ideal procedure for a partial task trainer course might include the following:

• Pre-course reading and video-based demonstration
• Faculty-led examples and explanations that set the standard for learning
• Careful observation of the learner’s performance, including identification of areas of improvement (formative evaluation)
• Deliberate practice with peer and faculty feedback until mastery is achieved
• Assessment and summary of each learner’s development (summative assessment)

To view our full list of partial task trainers, please visit https://nysimcenter.org/task-trainers.

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