📄 You can download the full simulation scenario in your preferred language below:
🧩 Simulation Overview
| Student roles | Number of students | Extra information |
| Occupational therapist | 1 | The occupational therapist conducting the occupational therapy consultation is being performed by the student. |
| Participant/Client | 1 | In this scenario, the client attending the occupational therapy consultation is being simulated by a student. (Actor is possible) |
| Other simulated participant Please specify in extra information | 1 | In this scenario, the husband who accompanies the client to occupational therapy is being simulated by a student. (Actor is possible) |
| Observer | 1< | Students not engaged directly in simulation observe process, make notes of observations, monitor student’s application of communication skills and interview protocol, and pose questions and provide feedback during debriefing. They also get specific observations tasks which are given beforehand. |
| Domain A: Knowledge and attitudes supporting OT competence | Recognizing and understanding challenges in daily activities: Students identify and name the challenges related to dressing and showering in relation to the diagnoses (visual impairment and dizziness) of the affected person, including glare and the risk of falling. |
| Domain B: Managing and conducting OT process | · Students will be able to educate the patient and caregiver on home modification recommendations specific to bathroom adaptations, including suggestions for installing grab bars, non-slip flooring, and accessible shower options. · Students will be proficient in educating the patient and caregiver on the use and installation of adaptive equipment such as shower seats, raised toilet seats, and handrails, tailored to the bathroom environment. · Students will be able to instruct patients and caregivers on recommended modifications for the bathroom environment, emphasizing safety and accessibility · Students demonstrate proficiency in educating patients and caregivers on the selection, usage, and installation of adaptive equipment suitable for the bathroom. · Students cultivate an environment that encourages active participation, questions, and discussions from both patients and caregivers regarding bathroom modifications · Students respond promptly and effectively to questions and concerns raised by patients and caregivers regarding bathroom modifications, ensuring clarity and understanding. |
| Domain C: Developing and maintaining professional relationships and partnerships | · Actively listening to the client and responding to their needs · Cultivate an environment that encourages active participation, questions, and discussions from both patients and caregivers regarding bathroom modifications. · Respond promptly and effectively to questions and concerns raised by patients and caregivers regarding bathroom modifications, ensuring clarity and understanding. |
🛠️ Preparation for the Simulation
| Competencies | Specific description of prior knowledge, attitudes and skills |
| Domain A.1. | Knowledge about occupation itself |
| Domain C.1. | General communication skills throughout the occupational therapy process Creative problem-solving strategies in communication in challenging situations |
📦 Actions and Materials
| Action | Materials |
| Printing and preparing all materials | · Assessment protocol und Checklist · (Pictures of) devices that can be used in the bathroom · Pictures of the bathroom that can also be coloured in with pens · Instructions for client and husband · Printed case study · Printed SimOT Compass with learning objectives (observable behaviour) for each student |
| Preparing the environment | Arrange access to the simulation, control, and debriefing rooms. Familiarize yourself with the SimStation system: · Test cameras, microphones, and software. · Learn how to record, mark, and replay sessions. Conduct a technical check before the session: · Ensure all devices, batteries, and connections are working. · Test audio and video recording/playback. Cameras positioned and adjusted: · Microphones positioned and tested · SimStation control console and software ready · Display or projector in debriefing room ready Optional: whiteboard/flipchart and markers for debriefing discussion. |
| Prepare Simulation Room | There is a therapy room that is equipped like an occupational therapy practice. In the room there is a table, three chairs and various devices or pictures of them. |
| Decision-making about the roles | One student is needed to play the occupational therapist, one student to simulate a client and one student simulates the partner of the client. The simulation is carried out as part of a role play. The occupational therapist must be played by a student, the client is also played by one student, but can also be played by actors. |
Learning objectives (observable behaviour) | |
| |
Domain A | The student identifies and names the challenges related to dressing and showering in relation to the diagnoses (visual impairment and dizziness) of the affected person, including glare and the risk of falling. |
Domain B | · The student suggests adequate and practical adaptations for the bathroom that facilitate activities such as dressing and showering for the affected person, ensuring safe occupational performance. · The student actively addresses the concerns of the family members during the conversation and offers alternative adaptation suggestions that meet both the needs of the affected person and the reservations of the family members. |
Domain C | · The student places the affected person at the center of the consultation while simultaneously and meaningfully involving the family members to ensure a balanced consultation. · The student involves the family members in the consultation while maintaining the focus on the primary needs of the affected person and sustaining effective communication. · The student demonstrates empathetic communication by considering and integrating both the needs of the affected person and the concerns of the family members. |
Name | Liselotte Müller |
Age | 10.08.1947 |
Sex | female |
Personal factors | · Diabetic retinopathy, DM type 2, Post status Radius fracture of the dominant hand, Dizziness, · General appearance, behaviour, affect: Overweight, Groomed appearance, friendly
Other information: Married, partner was an architect, two children She is married and recently moved into a new apartment on the first floor, which is accessible by elevator. Her partner, a retired architect aged 82, also experiences mobility challenges and uses a walking cane. While supportive in many aspects, he is emotionally attached to the aesthetic design of their bathroom and strongly resists any adaptations that might alter its appearance.
The client walks without the use of assistive devices, although she has gait instability due to dizziness and resulting balance problems. She has limited range of motion and strength in the dominant hand following a radius fracture as a result of a fall. She states that she has had frequent dizziness and balance problems recently. She also mentions black spots in her field of vision and reports that she is irritated by glare when performing everyday activities, especially when showering and getting dressed in the morning. |
Ethnicity and cultural context | Austrian, Native Language: German |
Reason the participant is seeking OT service and concerns related to engagement in occupations | Mrs. Müller has been referred to occupational therapy for a comprehensive home safety assessment focusing on her morning routine of showering and dressing. This referral followed a fall in the bathroom, where she fractured her dominant wrist. She now experiences:
· Fear of falling due to visual disturbances and dizziness · Difficulties with physical mobility in the bathroom, including reaching, balance, and handling slippery surfaces · Impaired grip and range of motion, making dressing more difficult · A strong desire to remain independent in her personal care and avoid caregiver dependence
Her goal is to perform her morning routine safely and independently, without relying on family or risking injury. |