Multi-Trauma Simulation-A Tag Team Approach

Abstract : Inconsistent clinical opportunities for nursing students to participate in trauma situations has been identified as a gap in undergraduate nursing preparation through curricular evaluation. In order to provide this opportunity to students, a rural, multi-trauma unfolding simulation was adapted using the Tag Team Simulation (TTS) methodology. TTS allows for larger groups of 16 to 20 students to participate in the simulation by supporting student engagement for both active participants and observers (Andersen, et al., 2021; Levett-Jones, et al., 2015). Theoretical support for this methodology includes experiential learning, in which students immediately apply knowledge in real-world experiences and later reflect upon and conceptualize the experience (McLeod, 2017).

TTS uses theatrical techniques to promote engagement and active participation in observers, or audience members, thereby increasing meaningful learning for students. This methodology also encourages open conversation around safety concerns, as observers and facilitators can call for an “intermission”, to pause the scenario and discuss patient and environment safety and promotes clinical judgment with cue cards given to audience members (Andersen, et al., 2021). The simulation was adapted using Healthcare Simulation Standards of Best Practice™- Prebriefing and Facilitation to include TTS methodology and directions to the participants as well as delivery of cues during the simulation to support achievement of learning outcomes. Debriefing was facilitated using the Good Judgment Model. In addition to qualitative notes, greater than 82% (n=34) of students were satisfied or greatly satisfied with the simulation. TTS ensures consistent learning and practice of skills prior to students final practicum clinical experience.