Guideline 1: A needs assessment may include analysis of: • Underlying causes of a concern (e.g. root-cause or gap analysis) • Strengths, weaknesses, opportunities, and threats (SWOT) • Surveys of stakeholders, participants, clinicians, and educators • Outcome data (e.g. from pilot testing; previous SBE's; aggregate healthcare data) • Standards (e.g. certifying bodies, rules and regulations, protocols) Guideline 2: The needs assessment includes an examination of knowledge, skills, attitudes and/or behaviors of individuals; organizational initiatives; systems analysis, clinical practice guidelines, quality improvement programs, and/or patient safety goals. The results of the assessment may assist designers to create innovative and interactive experiences, which address the identified needs in order to: • Enhance curriculum in the classroom and/or clinical areas • Provide opportunities for standardized clinical experiences • Address competencies • Improve quality of care and patient safety • Improve readiness for clinical practice Criterion 2. Measurable Objectives Guideline Statement: Objectives are designed to address identified needs from a broad to specific scope. Prior to the development of the clinical scenario or case, measurable objectives are determined from the needs assessment to drive the design. The facilitator assumes responsibility for guiding the achievement of the full set of objectives throughout the SBE. For specific information see INACSL SOBP: Standard III:

Objective. To describe the planning, implementation, and outcomes of an interprofessional education clinical laboratory facilitated through human patient simulation.Design. An interprofessional education clinical laboratory was developed with a patient-care scenario of acute exacerbation of heart failure that incorporated the use of a high-fidelity patient simulator. Pharmacy and nursing students assumed clinical roles in this realistic scenario and collaborated to diagnose and treat the patient. Assessment. Student attitudes toward and readiness to participate in interprofessional education improved following participation in the laboratory. Students reported that the greatest benefit of the experience was in their communication skills. Conclusion. Students' ability to participate in interprofessional education experiences and their attitudes toward them improved following participation in this curricular initiative. Further evaluation of the impact of interprofessional education on student learning outcomes and changes in practice is warranted.

Simulation design should be theory based and its effect on outcomes evaluated. This study (1) applied a model of experiential learning to design a simulation experience, (2) examined how this design affected clinical nursing judgment development, and (3) described the relationship between clinical nursing judgment development and student performance when using the experiential learning design. Findings suggest that using an experiential learning simulation design results in more highly developed nursing judgment and competency in simulation performance.