Rotating-role small-group triage simulation with faculty as patient¶
Design · All designs
Evidence · no claims cited
Description¶
A lesson-level design in which each small group works through triage scenarios with students cycling through provider, nurse, and consultant roles while faculty assume the patient role. The small group format with rotating assigned roles "allowed students to engage in both active and observational learning while providing concrete educational experiences from differing perspectives." The faculty-as-patient-and-debriefer role scaffolds students into more challenging performance.
Design Implications¶
Context¶
Requirements¶
- A student nurse receives a script with additional information including vital signs, laboratories, and fetal monitoring data; the consultant receives detailed case information
- Faculty function as patient and debriefer
Constraints¶
- Group size and faculty-student ratio shape the design: smaller groups limited interprofessional skill development, while larger groups limited the experiential learning space for some students
Target Learners¶
- graduate advanced practice nursing and midwifery students
Learning Goals¶
- triage prioritization, delegation, consultation, and interprofessional communication
Claims¶
- Ideal Group Size Three Students One Faculty [+M]
Related Designs¶
Examples¶
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Key Sources¶
- McDevitt K, Freeman-Williams R, Robson E, Daily C, Atkin K. (2025). Innovations in Simulation: Scaffolding a Triage Experience. Journal of Midwifery & Women's Health. https://doi.org/10.1111/jmwh.70067
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
rotating-role-triage-simulation-pattern |
title |
Rotating-role small-group triage simulation with faculty as patient |
description |
A lesson-level design in which each small group works through triage scenarios with students cycling through provider, nurse, and consultant roles while faculty assume the patient role. |
status |
review |
generated |
by process:settle-candidates on 2026-11-05 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mcdevitt-k-2025 |
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