In this simulation activity, education students will participate in a parent-teacher conference with Mitchell Ingraham, who is meeting his son's fifth-grade teacher for the first time. Mitchell and Will are new to the area, and the conference is to discuss the results of the beginning-of-the-year assessment. During the simulation, students will be prompted to discuss the assessment results with Mitchell, address any concerns or questions he may have, and provide recommendations for supporting Will's academic progress. This simulation is designed to help education students develop the skills and confidence needed to effectively communicate with parents, including active listening, empathy, and providing recommendations for academic support. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality education and communication to parents in their future teaching careers.

In this simulation activity, learners will participate in a counseling program with Nina, who is struggling to balance her personal and professional life after adopting her sister's child. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Nina navigate her life transition. Learners will work with Nina to develop coping mechanisms, set goals, and establish a work-life balance that works for her. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing life transitions, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Shondra, who is struggling with a life transition after moving away from her hometown and starting a new life with her partner. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Shondra navigate her feelings of loneliness and disconnection. Learners will work with Shondra to develop coping mechanisms, set goals, and establish a sense of purpose. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing life transitions, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Chris, who is experiencing mild depression and feeling uninterested in his day-to-day life. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Chris find a sense of purpose and motivation. Learners will work with Chris to develop coping mechanisms, set goals, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing depression and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Emery Morgan, who is experiencing bouts of sadness and frustration with their current situation in life, leading to mild depression. Emery has struggled with identity and feeling like an outsider, and is now feeling like their life is meaningless. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Emery find a sense of purpose and reconnect with their identity beyond their gender. Learners will work with Emery to develop coping mechanisms, set goals, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing depression and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation, students are presented with a valuable opportunity to enhance their job interview skills, focusing on presenting themselves as confident and competent candidates while avoiding egotism or arrogance. The goal is to prepare students for real-world interviews by exposing them to common interview questions, promoting quick thinking, encouraging reflection on past job experiences, and helping them overcome interview anxiety.

In this simulation activity, an Occupational Therapy (OT) student is tasked with conducting an interview involving two key individuals: Dr. Hendricks, a school administrator, and Melanie Kane, a parent. The purpose of the interview is to develop an Individualized Education Plan (IEP) for Melanie's son, Michael. The OT student will need to gather information, collaborate with both Dr. Hendricks and Melanie, and work towards creating an effective and tailored IEP for Michael's educational needs. Effective communication, active listening, and empathy are essential skills the student should employ throughout the interaction to ensure the best possible plan for Michael's education and well-being.

In this simulation activity, learners will participate in an initial evaluation with Hazel Marinos, an outpatient client who recently suffered a myocardial infarct and was hospitalized for seven days before being discharged with orders for PT and OT. Learners will perform a functional ROM test and an orientation test, learn about Hazel's current living situation, and any equipment she has in the home. They will provide her with a brief precaution about wearing a sling that was not prescribed by her doctor. Hazel is a 58-year-old, married woman who works as a cashier at a local supermarket and has a history of smoking and obesity. Learners will need to be compassionate in their interaction and ask open-ended questions to understand Hazel's needs better. The simulation is designed to help learners develop the skills and confidence needed to work with clients facing physical health challenges, including communication, goal-setting, and coping mechanisms.

In this simulation activity, occupational therapy (OT) students conduct an inpatient evaluation of Mr. Parks, a 68-year-old man with a six-year history of progressively worsening Parks' disease symptoms, including tremors, bradykinesia, and stiffness. His chief complaints include tremors, mobility difficulties, and wrist pain following a fall. Living alone in NYC, Mr. Parks' adult son is concerned about his father's hygiene and safety. During the evaluation, students assess his functional limitations, neurologic symptoms, medication history, and diagnostic test results. The goal is to create a personalized plan addressing daily activities, motor skills, energy conservation, and mobility using assistive devices. This plan aims to enhance Mr. Parks's independence and quality of life while monitoring his disease progression through follow-up appointments with his neurologist and OT assessments.

In this simulation activity, learners will step into the shoes of a community social worker who is set to facilitate a mediation session between the police department and a grieving mother. Unexpectedly, the social worker encounters a police officer in the midst of a nervous breakdown, desperately seeking support. The officer is struggling with the community and media backlash after a tragic incident where he shot a student under the misapprehension of a threat. As the social worker, learners will engage with the officer, providing a compassionate ear and employing therapeutic techniques to help him navigate his overwhelming emotions and anxiety.

In this simulation activity, healthcare students will participate in a post-operative appointment with Hugo, who recently underwent a prostatectomy under general anesthesia. Hugo's surgeon recommended an epidural for pain relief, which Hugo and his wife were unsure about but ultimately agreed to. During the simulation, students will be prompted to assess Hugo's pain level and evaluate the effectiveness of the epidural. This simulation is designed to help healthcare students develop the skills and confidence needed to provide quality care to patients after surgery, including assessing pain levels and evaluating the effectiveness of pain management strategies. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to patients in their future healthcare careers.

In this simulation activity, occupational therapy learners work with Victoria and Julia to explore solutions for Victoria's back pain. Julia seeks guidance on managing Victoria's pain and establishing solutions that allow Julia to safely participate in age-appropriate activities. Learners will work with Julia to gather information on Julia's history, assess her current pain levels, and form a plan for Victoria's pain management and IEP.

In this simulation activity, middle school education students will facilitate a group discussion in a science class with Davy, Dev, Savannah, Jasmine, and Ethan. The discussion question is "Which is densest: ice, water, or steam?" and the students must form a hypothesis and answer the question as a group. During the simulation, students will be prompted to facilitate the discussion, encourage participation from all group members, and guide the group towards a conclusion. This simulation is designed to help education students develop the skills and confidence needed to facilitate group discussions, including active listening, encouraging participation, and guiding the group towards a conclusion. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality education and facilitate group discussions in their future teaching careers.

In this simulation activity, social work students will evaluate Serena Miranda, a mother whose children were removed from her care due to safety concerns. Serena has a history of substance abuse issues and currently receives social welfare benefits. During the simulation, students will be prompted to assess Serena's situation and develop a plan to ensure the safety and well-being of her children. This simulation is designed to help students develop the skills and confidence needed to address challenging situations in child welfare cases, including assessing safety concerns, developing intervention plans, and working with families with complex needs. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to families in their future social work careers.

In this immersive and emotionally charged simulation, learners will participate in a substance abuse group therapy session featuring three diverse characters: Maria, Rosalyn, and Cliff. Each character is grappling with substance abuse for distinct reasons, shedding light on the multifaceted nature of addiction and the impact of trauma. Through these characters' stories, participants will gain empathy and understanding for individuals dealing with addiction, hone their communication skills, recognize the impact of trauma on addiction, and explore a holistic approach to treatment, fostering a safe and non-judgmental environment for individuals seeking recovery. This simulation encourages learners to approach addiction with empathy, considering the various factors contributing to it, and explores therapeutic strategies for recovery while emphasizing the vital role of empathy, active listening, and trauma-informed care in supporting individuals on their journey to healing and sobriety.

In this simulation activity, learners will participate in a counseling program with Ian, who has been struggling with substance abuse. Ian began smoking marijuana in college to cope with the loss of his father and continued to use it as an adult. He is now in the habit of smoking every night after work, and his wife wants him to quit. Ian recognizes that his relationship with marijuana goes beyond recreational, as he uses it to control his moods and digestion. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Ian manage his substance abuse and develop coping mechanisms to overcome his addiction. Learners will work with Ian to identify triggers, develop relaxation techniques, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing substance abuse and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, learners will participate in a counseling program with Robert, who has been struggling with substance abuse. Robert started smoking marijuana in high school to cope with the loss of his father and his growing hatred of his mother. He continued to use marijuana as an adult, and it has become a central conflict point in his marriage. Robert's wife, Linda, wants him to quit altogether, but he defends his marijuana use as something that's been part of his life for a long time. The simulation will provide learners with the opportunity to practice counseling skills and techniques to help Robert manage his substance abuse and develop coping mechanisms to overcome his addiction. Learners will work with Robert to identify triggers, develop relaxation techniques, and establish a plan to move forward. This simulation is designed to help learners develop the skills and confidence needed to work with clients facing substance abuse and other mental health challenges, including communication, goal-setting, and coping mechanisms. By practicing real-world scenarios in a safe and supportive environment, learners will be better prepared to provide quality care to clients in their future counseling careers.

In this simulation activity, nursing students will participate in an emergency room assessment with Patty, who was brought in by paramedics after a neighbor found her unconscious in her car. The car had been left running while the garage door was closed, causing exhaust fumes to build up around Patty. She recently lost custody of her two children and had some other setbacks in her life, but she still initially claims she wasn't trying to commit suicide. She swears she was just listening to music and accidentally left the garage door closed. During the simulation, students will be prompted to use their assessment skills to evaluate Patty's physical and mental health, address her potential suicidal ideation, and develop a care plan that addresses her needs. This simulation is designed to help nursing students develop the skills and confidence needed to work with patients who have experienced trauma and are facing mental health challenges, including assessment, communication, and care planning. By practicing real-world scenarios in a safe and supportive environment, students will be better prepared to provide quality care to patients in their future nursing careers.