Simulation

Mission Statement for Simulation

Platt College offers simulated clinical experiences to nursing students who will assume accountability for safe, holistic, and patient-centered care as professional nurses.  Within our Simulation Lab, the simulation team creates immersive patient care environments and utilizes high fidelity simulators and a Simulation Learning System that support student-centered learning.

Vision Statement for Simulation

Provide a high quality student-centered learning experience utilizing human simulation experience to create realistic, life-like scenarios where students engage in the practice of nursing skills and theory for the purpose of facilitating competence in provision of care, evidence-based practice, informatics, professional standards, and interprofessional communication and collaboration.

What is Simulation at Platt College?

In September 2013, Platt College unveiled the new Simulation Laboratory, a sophisticated learning environment and one of the School of Nursing’s newest esteemed features. Because simulation training is embraced as a method of giving students practical experience without the risk, Platt College has built simulation into our curriculum. It's not an occasional occurrence, or a companion to coursework, it is an integrated part of daily learning.  In meeting the School of Nursing's mission "to prepare employment-ready graduates for diverse professional nursing practice," each simulation experience comes with clearly defined student learning outcomes that emphasizes the programs competencies: nursing processes, nursing informatics, professional standards, evidence-based practice, and interprofessional communication and collaboration.

The Nursing Simulation Laboratory expanded space of over 940 square feet at Platt College is designed to give students hands-on clinical experience.  The Lab is home to several simulated (mannequin) patients ranging in age from infant to adult, and displaying conditions from stagnant to high-fidelity. The mannequins—who have names, personal histories, and  lifelike features such as a pulse, voice, blinking eyes, and spurting blood—have physiologically accurate responses to the care provided by students.  Additional equipment such as IV pumps, EKG monitors, medication carts, crash carts, and isolation carts add to the reality of the learning space.  This presents a sophisticated hospital simulated environment—a virtual hospital setting—in which students synthesize didactic and clinical knowledge as they transition into professional practice. 

Additionally, a third ergonomically flexible space that allows configuration of a home health setting or additional basic nursing skills.  These simulation rooms are centrally monitored via one-way glass and audio-video monitoring that can be routed to a remote debriefing room for playback and analysis.