Dressing training for neurological client in sub-acute phase of rehabilitation

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

English
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Dutch
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🧩 Simulation Overview

This scenario is intended to be delivered as an in-situ simulation experience in a neurorehabilitation hospital or clinic (client’s bedroom or occupational therapy space). The simulated participant is portrayed by a trained volunteer, such as an occupational therapy practitioner.

This scenario takes place in two parts. In the first part, students will prepare and practice the observation and analysis of occupational performance (taking off and putting on a T-shirt) of an adult client in a post-acute neurorehabilitation setting. After the first part, there is an interim debriefing. In the second part, students will practice the implementation of techniques and strategies identified on the basis of occupational analysis to support skill acquisition and performance of client for dressing.

Modality: Hands-on

Student roles:

Student roles	Number of students	Extra information
Occupational therapist	2	This scenario consists of two parts, each with a lead occupational therapist (performs the scenario) and a supporting occupational therapist (offers support if necessary; offers additional safety if lead therapist gets stuck or is unsure in performance). If suitable, student pairs can switch roles when executing Parts 1 and 2 of the scenario.
Participant
Other simulated participant Please specify in extra information
Observer	4-6	During this simulation experience, a small group of students observe the performance closely and take observation notes. In the debriefing session, they actively engage by providing feedback, asking insightful questions, and participating in discussions.

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence
Domain B: Managing and conducting OT process	Domain B.1. Competencies in professional reasoning during the OT process Apply reflexive professional reasoning, practice-based and evidence-based approaches throughout the occupational therapy process Domain B.2.1. Assess occupational participation Skilfully conduct activity and occupational analysis (i.e., break down activity into their fundamental components Analyse connections between skills, preferences, and abilities, the sequence and timing of the activity and the physical/social environment) Domain B.2.3. Implement, monitor, evaluate, adjust and conclude OT intervention Observing/analysing occupational performance (occupational analysis, synthesis) throughout the occupational therapy process Grading and adapting occupation Selecting and applying assistive equipment or adaptations to support occupational performance Domain B.3. Conducting ethical and safe practice Demonstrate professional ethics, integrity, and responsibility to ensure safe occupational therapy practice Obtain client’s informed consent for all procedures performed during the occupational therapy process
Domain C: Developing and maintaining professional relationships and partnerships	Domain C.1. Demonstrate competencies in engaging in effective professional communication Communicate in respectful, appropriate and effective manner Use active listening skills Use respectful and effective communication to initiate and end the client-therapist relationship

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
General medical and professional knowledge relevant to the scenario (e.g. general practices, protocols and precautions) (A.5.)	Prior to participating in the scenario, students will have received instruction and acquired knowledge (described here) necessary to understand and perform the tasks of the scenario. This includes: Knowledge of clinical neurorehabilitation settings Basic knowledge of neurological diagnoses (CVI, TOM) and common physical, cognitive, affective impairments or performance Knowledge of basic neurorehabilitation principles for adults with acquired brain injury Knowledge of skills training/acquisition approaches to enabling performance of self-care activities in a sub-acute neurorehabilitation setting
Knowledge about occupational therapy (A.2.): how changes to function, health, development or environments alter performance or participation in occupation client-centred, occupation-based, and outcome-oriented occupational therapy practice and the occupational therapy process observation and analysis of occupational performance
Beginner-level experience and skill in observation and analysis of occupational performance (B.2.1.)	Students will also have had previous learning experience in observing and analysing occupational performance and will thus have beginner-level skills in preforming occupational analysis. Students will also have acquired knowledge through previous coursework on basic neurorehabilitation principles for adults with acquired brain injury and skills training approaches in neurorehabilitation
Knowledge of basic neurorehabilitation principles for adults with acquired brain injury (A.2.)
Basic knowledge of skills training/acquisition approaches to enabling performance of self-care activities in a sub-acute neurorehabilitation setting (A.2.)
Attitudes about the value of every person, people’s ability to adapt and change, factors that present barriers to participation, value and necessity of ethical practice, conducting the OT process in a professional manner and ensuring quality and evidence-based service (A.4.)	Students will demonstrate attitudes consistent with an ethical, professional, client-centred and occupation-focused approach to conducting the OT process.

📦 Actions and Materials

Action	Materials
Prior to execution: Preparing simulation materials for all participants (occupational therapists, observers and simulated patient)	Handout and/or presentation for students with case/scenario information, role description, leaflet that depicts and describes steps for adapting dressing technique for person with hemiplegia, OT tips sheet for dressing after stroke and other supporting documents for occupational therapists and observers (placed on online teaching platform). Case information for simulated participant.
Facilitator: Ensuring adequate preparation of students simulation experience with clear outline of student expectations: ensuring adequate preparation of the simulated patient; preparation of a debriefing plan; preparation of the physical environment in which the simulation takes place and supervising set-up of space and materials.	Scenario template and teachers’ manual Furniture and props to create an authentic simulated environment
Simulated participant: Prepare for playing the patient role	Props or other items to play the simulated participant role Scenario template: case information and Additional information for simulated participant

Learning objectives (observable behaviour)

Domain A
Domain B	Observe and analyse client’s performance of a basic self-care occupation. (B.2.1.) Identify problems in occupational performance and the person, occupation and environment factors contributing to the problem(s). (B.1., B.2.1.) Identify appropriate methods, strategies or techniques for supporting client’s occupational performance (B.1., B.2.3.) Support client’s performance of an important self-care occupation during an occupational therapy session focused on ADL skills training by providing appropriate cues, grading and modifying occupations, and recommending adaptations. (B.2.3.) Ensure client safety, understanding and consent throughout client-therapist interaction. (B.3.)
Domain C	Use effective, respectful, and professional communication skills throughout the interaction with the client. (C.1.)

Name	Ana
Age	50
Sex	F
Personal factors	The client holds a university degree and has expressed a wide range of interests, though she has not had sufficient time to engage in all of them. The role of being a mother is very important to her. She has a positive attitude and takes a constructive approach to problem-solving.
Ethnicity and cultural context	The client comes from a small town but currently lives on the outskirts of a larger city. Family and the time she spends with them are very important to her.
Reason the participant is seeking OT service and concerns related to engagement in occupations	Assessment of occupational performance issues, improving the performance of self-care skills, increasing independence and preparation for returning home.