Example of Simulation Lab Faculty, Staff and Learner Roles & Responsibilities Breakdown
Available below is one of numerous program policies and procedures guides our team developed while I was director of the Clinical Simulation Center of Las Vegas. These guidelines were created in-order to maximize the results of simulated learning experiences, which requires the coordination of many “moving parts”. Here are a few excerpts from the document:
- Approve requested schedules. Verify schedule confirmation to faculty or notify of any conflicts.
- Prepare necessary supplies, medications, IVs, etc for each scenario
- Program the scenario
- Conduct “dry run” of all new cases with each instructor
- Prepare the simulation room and technology based on assigned cases for the day and faculty’s prep list
- Arrive on-time for Simulation. Note: consequences for late arrival will be determined by faculty
- Maintain Dress Code as outlined in CSCLV Policy and Procedures
- Watch Orientation Videos as appropriate
- Demonstrate motivation and the necessary cognitive preparedness
- Demonstrate professional behaviors as outlined in “Participation Agreement” & the CSCLV Learner Policies and Procedures manual.
Simulation instructor responsibilities
Prior to Sim Day:
- Determine each semester who will be the instructor(s) for the semester
- Schedule simulation days/times with CSCLV prior to the start of the semester
- Include the instructor(s) who will be in attending the session
- Include the scenario(s) to be used
On Sim Day:
- Lead faculty must arrive at the Simulation Center ½ hour for huddle with staff before the first scenario is scheduled to begin. If faculty are more than 15 minutes late to huddle and do not provide notification, session can be cancelled by simulation staff.
- Provide learners a brief orientation on their roles and responsibilities and the simulation area at the start of each day
- Manage the live scenario from the Simulation Control room, and respond appropriate to learners’ actions. This may require altering the scenario as learners’ create their own experience.
- Serve as the voice of the patient