A good resource for simulation development and integration is the "Standards of Best Practice: Simulation" document published by the International Nursing Association for Clinical Simulation and Learning (INACSL).  The document was published in a special supplement to the journal Clinical Simulation in Nursing in 2013.  Another source of information is the Accreditation Information Guide available from the Society for Simulation in Healthcare.  Although you may not want or need to meet all the accreditation requirements, it is an excellent reference on what constitutes a quality simulation program. 

The steps in high fidelity simulation are

1. Introducing students and orienting them to the simulator

2. is the scenario itself

3. Is the debriefing process.

Iam attaching few references from which I got the above information. Hope it helps.

Steps for high fidelity simulation include:

1-Purchase a simulator

2- Develop a simulation lab

3- Search of simulation integration and integrate the previous simulation in the curricula  

4- Add high fidelity simulation as a teaching method in the curse that needs to utilize simulation.

5- Introduce high fidelity simulation to students.

6- Start simulation session.

7- provide debriefing process.

A good resource for simulation development and integration is the "Standards of Best Practice: Simulation" document published by the International Nursing Association for Clinical Simulation and Learning (INACSL).  The document was published in a special supplement to the journal Clinical Simulation in Nursing in 2013.  Another source of information is the Accreditation Information Guide available from the Society for Simulation in Healthcare.  Although you may not want or need to meet all the accreditation requirements, it is an excellent reference on what constitutes a quality simulation program. 

In high fidelity simulation, realism is important, so a simulation lab designed to look like a hospital room is a good idea.

However, I have seen medical educators run high fidelity simulations in actual patient rooms in hospitals; I once participated in a pediatric ICU code blue.  The census was low that day, and the nurses knew the medical faculty member's plans, but the pediatric residents did not.

I had nursing students on the floor that day, and sent them in to take on the nursing roles short of PALS.

The medical faculty member would take "time outs" when the residents got stumped on what to do or order so they could think it through.

Some general rules to follow in simulation, high or low fidelity:

1.  What happens in Sim stays in Sim.  Students must feel free to make mistakes

2.  Take time outs when they really get stumped.  Don't let students get frustrated over minutiae.

3.  Keep a 20 minute time limit to the simulation.  It ends where it ends.

4.  Completly debrief and discuss what happened.  I use the sandwich method:  here's what you did well, here's where you could improve, here's what you did well.

I often ask the students "How do you think you did?" as soon as we're done.  The students then tell me every mistake they made and I end up not having to tell them.  They rarely miss anything.

Some people urge videoing simulations.  I don't find it of use; it creates anxiety and a feeling of "it's a test" instead of an opportunity to learn.  If I do video, I only make them look at it if they show no insight into their actions and choices.

Don't try to script out the simulation too tightly.  Create a skeleton and let it go where it goes based on what they actually do.

If the students are med students, or 1st year residents, try a pre-briefing and discuss general concepts of the kind of case you plan to run.

I teach a nursing course where simulation sessions are embedded into the students' curricula. The scenarios are designed with increasingly levels of complexity and engagement. We use standard patients, as well as high fidelity simulators and sometimes both on occasions that warrant invasive interventions.

Authentic learning priniciples, experiential learning and active learning are applied in every  simulation event that mimic real experiences . We try to ensure equity in learning opportunities for all our participants.

A blended learning approach is employed whereby students are given the resources, including the "patient" details and presentations. The learning objectives are also given with worksheets that will engage students to explore and understand the knowledge and skills needed to manage a patient. Safety, ethical and legal implications are also highlighed in the resource.

During the training sessions, students are engaged in group discussions to formalate an action plan prior to engaging in the care of the "patient".

A thorough debriefing is then implementd using a debriefing framework,which include include exploring safey, communication, teamwork, resources, clinical decision making issues are shared. Students then record their learning and identify their own learning plan activities in a journal to consolidate and address gaps in their practice. We hope that this will help students to take ownership for their own learning.

Please feel free to contact me should you need further clarification or help. Have a great 2015!