Background: Educational advantages of simulation have been widely reported. Pre-briefing and debriefing support simulation\nmethods. However, few detailed accounts of how the learning activities surrounding simulation are implemented exist.\nObjectives: This case example provides a detailed description of learning activities surrounding a simulation experience with a\ndeteriorating cardiac patient. The educational sequence integrates Benner et al.ââ?¬â?¢s goals for transforming nursing education. The\nstudy objectives were to design and evaluate an educational sequence using narrative, games, and simulation to teach students\nhow to manage and anticipate the care of a deteriorating patient.\nDesign: A case example with descriptive quantitative and qualitative evaluation is presented. Setting: The study took place on\nmultiple days in a university simulation laboratory. Participants: All study participants (n = 43) were senior students enrolled in\na Bachelor of Science in Nursing program.\nMethods: Students experienced an educational sequence and then rated and ranked educational activities. Results are reported\nwith descriptive statistics. Students and faculty responded to the question, ââ?¬Å?What will you take from this experience?ââ?¬Â Their\nresponses were evaluated using constant comparison and expert review for themes.\nResults: Students identified ââ?¬Ë?knowing howââ?¬â?¢, ââ?¬Ë?increasing confidenceââ?¬â?¢ and ââ?¬Ë?understanding rolesââ?¬â?¢ as what they took from the\nexperience. Students ranked the simulation itself as the most helpful.\nConclusions: Incorporating Benner et al.ââ?¬â?¢s transformational educational goals informed the educational sequence and engaged\nstudents in the learning experience. This paper adds uniquely to the nursing literature by providing detailed accounts of the\nactivities surrounding simulation that support student learning in multiple domains.
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