📄 You can download the full simulation scenario in your preferred language below:
🧩 Simulation Overview
The simulation offers the opportunity to learn, practise and conduct a structured assessment interview in a safe and simulated environment. The client being assessed has a rheumatological disease and mainly has limitations in his/her fingers. This causes many problems in coping with his/her everyday life. The aim of simulation is to carry out a diagnostic interview with the DASH assessment in order to gain a detailed insight into the impairments in everyday life. The simulation’s goal is to fill out the DASH while asking the client verbally since the client can’t fill out the assessment by himself/herself due to limitations of the hand. Calculating the final scoring as well as interpretating the outcome (documentation for e.g. follow-up OT session with the client) is not included in the simulation itself, though it might be used in a post SBL-assignment.
Modality: Digital
Student roles:
Learning outcomes:
| Occupational therapist | 1 | |
| Participant | 1 | In this scenario, the participant (client) who is interviewed as part of the occupational therapy process is being simulated by a student – though an actor would be possible for this scenario. |
| Other simulated participant Please specify in extra information | ||
| Observer | 1< | Students not engaged directly in simulation observe process, make notes of observations, monitor learner’s application of communication skills and conducting an interview, pose questions and provide feedback during debriefing. They also get specific observations tasks which are given beforehand. |
| Learning outcomes (simOT Framework) | |
| Domain A: Knowledge and attitudes supporting OT competence |
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| Domain B: Managing and conducting OT process |
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| Domain C: Developing and maintaining professional relationships and partnerships |
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| Domain D: Professional autonomy and continuous professional development | |
| Domain E: Promoting and advocating for the enhancement of the profession and social change | |
| Domain F: General professional skills and competencies |
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🛠️ Preparation for the Simulation
Prerequisites:
| Competencies | Specific description of prior knowledge, attitudes and skills |
| Knowledge about occupations and theoretical model(s) for understanding occupation (A.1.) and client-centred and occupation-based OT practice (A.2.) |
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| A5: possess general medical and professional knowledge about human anatomy and function of the human body | Knowledge of background information about rheumatological diseases |
📦 Actions and Materials
| Action | Materials |
| Printing and preparing all materials |
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| Preparing the environment of the simulation (if the scenario is conducted in presence while using the SimStation) | Arrange access to the simulation, control, and debriefing rooms.
Familiarize yourself with the SimStation system:
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| Decision-making about the roles |
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| Prepare the client/OT | The teacher prepares the students carrying out the simulation for the upcoming situation, gives them the necessary materials and wires them up. The teacher also instruct the role-playing students about how to communicate and gives instructions on communication rules so that they are well understood when transmitted via SimStation. The students should not sit with their backs to the camera, speak clearly and try not to interrupt each other. IMPORTANT NOTE: Since Question 21 of the DASH is concerning sexual activity, the teacher must make sure that the students don’t feel overwhelmed/triggered with this question – address the question beforehand! |
Learning objectives (observable behaviour) | |
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Domain A | The student knows the individual items of the DASH. |
Domain B | The student conducts the DASH according to the manual and uses the DASH to assess factors that influence the client’s participation and/or activity performance. |
Domain C | The student communicates with the client in a respectful, appropriate and effective manner and listens actively. |
Domain D |
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Domain E |
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Domain F | The student solves any problems that arise when carrying out the DASH. |
Name | Mr./Mrs. Christiner |
Age | 63 years old |
Sex | Male/female (gender can be modified) |
Personal factors | Married, two children who live away from home, four grandchildren |
Ethnicity and cultural context | Austrian |
Reason the participant is seeking OT service and concerns related to engagement in occupations | High-grade activated finger polyarthritis on both sides (Heberden/Bouchard), rhizarthrosis on both sides, restrictions in the performance of everyday activities |