Ambulance Simulator Pc Game Download
Jule Kue
The RSP Classroom Ambulance Simulator represents a value packed scenario and simulation adjunct that provides EMS students and professionals the ability to practice and perfect tasks, procedures, and policies in an environment that represents the reality of the ambulance workspace.
The RSP Rescue Ambulance Mobile Simulator represents a value packed scenario and simulation adjunct that provides EMS students and professionals the ability to practice and perfect tasks, procedures, and policies in an environment that represents the reality of the ambulance workspace.
These advanced tools and solutions help create and implement new training options and interactive learning activities that will help validate and consolidate new skills, while also testing the behaviors and attitudes related to specific real-life scenarios.
ERBoxSim Ambulance simulators come in a variety of models, depending on your training needs and budget! The Echo Healthcare team is here every step of the way to help design and implement your ERBoxSim Ambulance Simulator.
In addition to the ambulance simulator, there are a variety of features included with the simulation center for training staff and community members. These spaces are also designed for hands-on training, which includes a trauma/intensive care unit room, inpatient room, clinic/family training room, control room, and two debriefing rooms.
The Vassar College EMT program began in 1983 as a method of training students to serve as first responders on the Vassar College campus.5 Today, the program is a cooperative effort between Vassar College and Dutchess Community College (DCC). DCC supplies the Certified Instructor Coordinator (CIC) and lab instructors. The students receive Vassar College credit, while DCC provides the authority as a New York State Course Sponsor for EMS Programs.
In addition, Vassar College supplies two academic Interns to help teach lab skills, both of whom are certified EMTs. The typical class size is 25 students per year. The class runs both semesters, typically ending in April with the state practical and written exams. Students can take the National Registry of EMTs (NREMT) written test as well, in order to get their NREMT certification.
Bereket created the design using a computer-aided design (CAD) program called Vectorworks. The CIC was able to secure an in-kind donation of the inside of a Wheeled Coach van ambulance from EMStar Ambulance in Poughkeepsie, N.Y. Additional wood, paint and other supplies for the platform were donated by the CIC. DCC donated the wall posters depicting the inside wall above the bench seat, which makes it look like a real ambulance wall. The wall graphics for the Vassar project were donated by Hudson Simulation Services (HSS). HSS is the developer of the graphics and trademark holder of the name Simbulance. Labor was contributed by five EMT interns, a few students of the Vassar EMT class and the CIC.
The build began in late January 2018, and was completed and displayed with an open house on April 6, 2018. The main part of the build took about 12 hours. The rest was completed over another weekend and a few evenings. The best part of this was the excitement of the students and interns about what they created.
Having the students load and unload the stretcher from the Simbulance teaches them important skills, including time management and the practical application of in-class learning that they need to perform as an EMT working on an ambulance.
Two-way radios were added to the Simbulance for practicing communication with dispatch and the receiving hospital/medical control. Two-way communication is often an overlooked aspect of learning to be an EMT. The student uses one radio to call in a report or talk to medical control, while the instructor has the other radio to receive report or give orders.
The students will be timed doing simulated calls from start to finish. The students must make decisions, including whether or not to call for ALS, how to transport the patient with lights and sirens if applicable, scene time management, and hospital destination choices. Having a safe environment in which to load the patient and making some of these critical decisions will provide an invaluable experience for the students.
The SUPER study, which surveyed EMS programs nationwide, found that many EMS programs have the ability to implement simulation, but simulation is only used one-third of the time by instructors. This problem of reluctance to use available simulation tools has many roots, including instructor training, insufficient time to train, instructor ability to be comfortable with technology, and lack of time to develop scenarios that meet learning objectives and will work well with simulation. Many EMS instructors are working full-time as providers on an ambulance and report to a lab session at the end of a shift, making lack of preparation time a real issue. Creating realistic simulation scenarios that make sense to the student takes time, effort and experience.
The cognitive domain is typically associated with five specific levels of knowledge and the application of this knowledge. The different levels in ascending order are: knowledge, comprehension, application, analysis, synthesis and evaluation.
For example, a student at the knowledge level knows that a bag-valve mask (BVM) is used to ventilate a patient. When a student progresses to the level of evaluation, they can use judgement to evaluate whether a patient needs to be ventilated.
Cognitive information presented in a lecture helps a student when they start practicing a psychomotor skill in the Simbulance. For example, when the student learns the motor skill of connecting oxygen tubing up to a flowmeter and squeezing a BVM while applying a mask seal, they also need the cognitive knowledge of the conditions under which to apply the BVM.
Brand new EMT students have less bias and values than returning students, who have learned other habits; therefore, new students accept information more easily. This allows us to teach them the correct ways to perform skills in the back of the Simbulance and during other skill stations. This is especially true for stretcher handling skills and stretcher seatbelt strapping.
The Psychomotor domain levels are Imitation, Manipulation, Precision, Articulation and Naturalization. The Imitation level happens as students mimic the instructor demonstration, and the students move to the manipulation level as they practice. At the Precision level, the students should be able to perform the skill without mistakes. At the Articulation level, students become proficient in the skill and at the Naturalization level they master the skill.
The Simbulance will be of greatest value when the student reaches skill proficiency (articulation level), and we want them to progress to skill mastery (naturalization level). At this point, the student is at the mastery level of the skill and has muscle memory. This is when we can insert environmental problems or circumstances into scenarios where the student will have to problem solve and still perform the skill. Once again, timing the introduction of scenarios is important. Inserting complicated problems earlier in the levels of learning, the student may not progress and will become frustrated. Of course, the Psychomotor Domain is affected by the Affective and Cognitive Domains as well. For instance, if a student has not received the cognitive knowledge of when a skill needs to be performed they will not know when to initiate the skill in a scenario. However, they may be able to perform the isolated task if asked.
Psychological safety is an important component of simulation and needs to be addressed with the students in the beginning of the course and before each simulation. Psychological safety is provided when an educator creates an environment of support, curiosity and respect. This can be part of the pre-briefing where the instructor talks about the goals of the simulation, what the rules are for the simulation (i.e., no picture taking), and how the debriefing will be run. When students feel safe they are more open to learning.
We created a low-resource, ongoing benefit with our Simbulance. The open house was successful for the program in terms of publicity, which led to securing funding from Vassar College to purchase a new stretcher. The publicity also led the EMT program CIC at Marist College to express a desire to come use the Simbulance, since they have the same limitations within their program.
EMS is complicated. We are one-part people mover, one-part social worker and one-part medical provider. The more we can prepare our students in a realistic environment, the safer and more competent they will be when it really counts.
Simulate the entire call process with an ambulance in your classroom! SimRig The Classroom Ambulance Trainer arrives at your facility with over thirty (30) standard features and is designed to mimic the specifications of an actual ambulance. The SimRig's modular design allows for the ambulance simulator to be built in any classroom or training center in just two days!
Take your simulation on the road! SimRig The Mobile Ambulance Trainer was specifically created for EMS educators traveling to multiple training locations. Our mobile ambulance arrives at your facility road ready and can be trailered behind your vehicle. The SimRig can also be retrofitted to your specific county or curriculum requirements.
It's our priority to make your ambulance trainer look and function as closely to a road ready ambulance as possible! Our action control station features functioning air, oxygen and suction as well as light and siren control panel. We also offer a variety of add-ons including a functioning siren, HD color cameras and monitors, as well as additional LED dome lights.
Our mission is simple, improve the quality of healthcare by providing innovative tools to educate the next generation of emergency medical professionals. By adding an observation window to the SimRig Classroom Ambulance Trainer the entire class can observe the simulation from start to finish, and can learn while observing. This optional add-on for the classroom ambulance trainer allows the entire class to be intellectually, emotionally and aesthetically engaged in solving problems and learning autonomously through the training of others.
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