Design of a consensus based scenario template for use in full-scale simulation-based education in healthcare

Introduction and Aim: A number of tools currently exist to facilitate the creation of clinical scenarios, but some elements are often missing from current templates which can hinder the learning process. Scenario design is a key simulation-based education (SBE) element to ensure a meaningful and contextualised learning experience for participants, addressing predetermined learning objectives. The use of a template is meant to serve as a guide in scenario planning, setup, and facilitation that addresses a varied group of individuals, all with interelated needs but a varying focus of attention. Depending on who writes a scenario may influence the elements that get reported within it, allowing more or less easily reproducibility or standardisation. Variations will emerge as soon as assumptions are allowed to take place. Methods: To offer an objective scenario guide, we used the “Nominal Group Technique” involving a panel 7 international instructors in clinical simulation in healthcare with expertise in SBE and healthcare, and a mixture of clinical, technical, and academic backgrounds. The panel members individually reviewed the literature to draw the essential elements in writing a good scenario and shared their findings to determine the key factors . Results & Discussion: The panel developed new scenario design guidelines in the form of a template called the “SIM” (Simulation manuscript). It includes 11 elements which are: - Scenario identification - Summary - Prebriefing checklist - Targeted learners - Learning objectives - Level of realism - References - Screenplay - Setting - Actors’ additional information - Simulation assessment In addition to being a permanent record of preparing and running a learning activity, scenario documentation should be considered as a crucial communication tool between the key players of most SBE activities such as the; clinical educator, simulator operator, simulation technician, and simulated or standardized patients, as it promotes the success of any simulation-based learning activity. Although simulation design standards have been published by the International Nursing Association for Clinical Simulation and Learning (INACSL), and various scenario templates are accessibles online, they are still open to misinterpretation and may not cover some aspects such as data about patient physiological changes, pictures of moulage requirements, and precise room and equipment configuration. Many elements provide important cues to scenario participants and exaggeration or lack of could misguide them. SIM remains to be tested and evaluated by other SBE stakeholders so the authors can receive constructive feedback. An electronic copy of the template can be obtained by emailing one of the co-authors.