📄 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 assistive device consultations is being performed by the student. |
| Participant | 1 | In this scenario, the client attending assistive device consultations is being simulated by a student. (actor is possible) |
| Other simulated participant Please specify in extra information | – | |
| Observer | 1< | Students not engaged directly in simulation observe process, make notes of observations, monitor student’s application of communication skills and assistive device consultations, 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 | · Experience low-vision on oneself while using a low-vision glasses while conducting various ADL/IADLs. · Identify relevant occupational therapy information from existing findings to support the client’s autonomy in breakfast preparation. · Evaluate the effects of the injury on the client’s ability to engage in breakfast-related activities and address environmental factors affecting independence. |
| Domain B: Managing and conducting OT process | · Demonstrate adaptive techniques and suggest appropriate adaptive/assistive devices for the client to independently prepare breakfast following a distal radius fracture post-status after 8 weeks. · Implement therapies based on professional knowledge and experience, focusing on enabling the client to independently perform breakfast-related activities. · Conduct educational discussions with the client, establishing trust and providing guidance on adaptive techniques and assistive devices for breakfast preparation · Consider cultural and religious factors when recommending adaptive techniques and assistive devices for breakfast preparation. · Apply the occupational therapy process, including assistive device consultations, to facilitate the client’s autonomy in breakfast preparation specifically tailored to their radius fracture. · Provide practical guidance on adaptive techniques and assistive devices for breakfast preparation, ensuring they align with the client’s activity goals. |
| Domain C: Developing and maintaining professional relationships and partnerships | · Actively listening to the client and responding to their needs |
🛠️ Preparation for the Simulation
| Competencies | Specific description of prior knowledge, attitudes and skills |
| Domain A.1. | Knowledge about occupation (preparing breakfast) itself |
| Domain A.2. | Knowledge of current treatment for a distal radius fracture |
| Domain A.5. | Knowledge of background info about distal radius fractures (drf) |
| Domain C.1. | General communication skills throughout the occupational therapy process |
📦 Actions and Materials
| Action | Materials |
| Printing and preparing all materials | · Case study (Short client description, general information about the simulation and decision-making about the roles) · Materials for ADL Task: Bread, jam jars, butter and butter dish, chopping board, various knives (for example knives with an angled handle), plates · Devices: Tools for opening jam jars, non-slip mats, suitable knives, grip aids, etc · 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 | Ensure that all materials are available on site (pictures, devices…) and that all documents needed for the students are printed out. · There is a therapy room that is equipped like an occupational therapy practice. In the room there is a table, two chairs and various devices (Tools for opening jam jars, non-slip mats, suitable knives, grip aids, etc.) or pictures of them. · In addition, a separate table should be prepared: Material for carrying out the ADL task: Making jam sandwiches |
| Decision-making about the roles | · One student is needed to play the occupational therapist and one student to simulate a 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. |
Domain B | · The student will demonstrate at least one adaptive techniques together with the client during the practical preparation of breakfast, addressing functional limitations caused by the distal radius fracture. · The student will actively guide the client in using at least one appropriate assistive device (e.g., one-handed cutting board, jar opener) during breakfast preparation, providing clear and supportive instructions. · The student will observe the client’s movements and difficulties during the task and adjust the choice or use of assistive devices based on the client’s needs in real-time. |
Domain C | · Actively listening to the client and responding to their needs. · The student explains the purpose and safe handling of the assistive devices in a respectful and trust-building manner. |
Name | Liselotte Müller |
Age | 10.08.1947 |
Sex | female |
Personal factors | She is married to a loving husband who, despite his own mobility issues, remains a steadfast partner. Her husband is 82 years old with low impairment. Together, they have two adult children; one lives nearby and frequently visits to help out, while the other lives abroad but stays in close contact through calls and video chats. Their three grandchildren bring immense joy to your life, and you cherish every moment spent with them, whether near or far. |
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 the assessment of difficulties in performing daily activities due to low vision and a recent distal radius fracture. She experiences pain in her dominant wrist and reports challenges in preparing her breakfast independently. Her main concern is to regain independence in this meaningful daily task. She hopes to receive support through the introduction and training of helpful assistive devices, as well as the opportunity to try them out with the occupational therapist. |