Simulation(30 minutes)

Pre- Briefing:(what is the script)

Instructions: In this simulation we will play out a scene with a child that is fearful of the
student nurse and the medical personnel. The student will have to use different
communication techniques to perform the necessary care. The student will be required
to do a head to toe assessment, vital signs and give medications. The student must be
able to successfully perform their tasks while attempting to ease the fear of the child.

Meet Mia: Mia is a 3 year old toddler admitted to the hospital with signs of a fever,
diarrhea, and vomiting related to the diagnosis of dehydration. Mia has no known
significant medical history and currently appears to show no signs of acute distress.

Simulation:(communication techniques for a fearful child)

Event/Assessment
The student nurse should go into the
room to introduce themselves to the
patient and family. The toddler turns their
head and hugs onto the mom when the
student walks in.
Action required
The student should introduce themselves to the
mom first to build a relationship.The student
nurse should then get down to the level of the
toddler and introduce themself. Tell the child
that you will be coming back to do an
assessment and that you will give them a
surprise after.

The student nurse is now going to do an
assessment along with vital signs on the
patient.
At the level of the child, the nurse should smile
and use a calm voice. The nurse should explain
to the child the steps of taking their blood
pressure, pulse, SpO2, and temperature. The
nurse should make sure to explain this
procedure in the way a 3 year old would
understand.

The child grips to the mother. The student The student nurse should be very slow and
nurse explains the actions and the child calm, being careful not to show any
feels more comfortable and slowly gains uncomfortable behavior to the child. The nurse
trust. will begin the examination.

As the nurse wraps the blood pressure
cuff around the child, the child starts to
pull away.
The student nurse should not grab the child as
they pull away. The nurse should demonstrate
the cuff on their own arm to show the child it is
not harmful. The nurse will also explain that the
cuff will squeeze their arm by saying something
like “It will give your arm a big hug.”
 The child's mother needs a break and
wants to go grab a coffee downstairs.
The mom begins to leave the room and
the toddler instantly cries and screams for
their mom.
The student nurse should remain calm and not
show any frustration. They should attempt to
work with the mother on easing the child’s
nerves. The student nurse should smile and tell
the child that she will get a sticker after her
assessment.

The child stops crying and slowly draws The student nurse should thank the mother for
away from the mother. The mother easing the child. The student nurse should offer
assures the child she will be back in a to hold the child’s hand and allow the child to
little. hold the instruments being used.

The child starts showing signs of fear
when the student nurse shows her the
oral thermometer. The child shakes her
head and clenches her mouth tightly. The
mother is no longer there to comfort the
child.
The student nurse should reassure the child that
the thermometer won’t hurt her. The student
should tell the child how the thermometer will
show her how warm she is inside.

The child starts to smile and gain trust. The student nurse should praise the child for
The student is able to complete all vital being cooperative and helpful. The student
signs. The mother returns and the child is nurse should give the child a sticker or toy.
cheerful and excited.

Post-Briefing: After the simulation is complete the students will have a post briefing
session to go over how they thought the simulation went.
Questions to ask:
1. Overall were you satisfied with the care you provided to your patient?
2. What could you have done differently to improve your care?
3. What did you do well on the care you provided?
4. Was there anything new that you learned from this situation?
5. How can this simulation be improved for further students?

Key Learning Points: The students should have experienced many key learning
points during the simulation including:
- Vital signs performed on a child aged 3 years.
- Mother-child relationship and bond.
- How to speak with parents and communicate the assessment they will perform.
 - How to speak in a calm, soothing tone to a child.
- How to refrain from showing nervousness or frustration if a child or parent is
being uncooperative.
- How to communicate with a 3 year old child on the actions being performed.
- Techniques on what to do if a child is afraid of instruments such as the blood
pressure cuff or the thermometer.
- Teaching the child the need for assessment.
- Techniques to successfully perform the assessment such as: telling the child
they will receive a toy or praise if they are cooperative.

Survey
1. Were the objectives for this simulation clearly defined?

______ Very

______ Somewhat

______ Not very

_____ Not at all

______ Does not apply

2. Did you feel there was strong team work for this simulation?

______ Very

______ Somewhat

______ Not very

______ Not at all

______ Does not apply

3. Was your role and responsibilities clearly defined?

______ Very

______ Somewhat
______ Not very

______ Not at all

______ Does not apply

5. Do you feel you had the needed equipment and resources to do this simulation

______ Very

______ Somewhat

______ Not very

______ Not at al

______ Does not apply

6. Was this simulation run efficiently and effectively?

______ Very

______ Somewhat

______ Not very

______ Not at al

______ Does not apply