“Keeping Cheryl Safe”: a simulated family violence scenario for community services students.

Introduction
Simulation is designed to replicate real-life situations that students are likely to face when on clinical placement or in their future work (1). Whilst simulation is heavily embedded in higher education healthcare courses, it is less utilised in the vocational education sector. The Faculty of Health Sciences at Holmesglen Institute is home to a world class simulation centre that provides support to teachers in how to use all forms of simulation modalities. Of note, is the work that is done in providing students with opportunities to learn alongside highly skilled simulated participants (actors) in our nursing, allied health, and community services courses.  
The Diploma of Community Services traditionally relies on student-to-student role play for practising complex and challenging therapeutic skills. An immersive simulation was introduced as an alternative method to develop these skills. A carefully scripted scenario focused on family violence was written with input from industry experts and simulated participants. The experience aligned with subjects and modules on recognising and responding appropriately to domestic and family violence. Students were briefed on the scenario and the simulation apartment reflected a typical community services outreach office.
Methods
“Cheryl” was introduced to students as a 28-year-old who identified as a Koori (Aboriginal and Torres Strait Islander) woman. She appeared anxious, maintaining little eye contact, and was wearing odd shoes. She lived with her partner and two children and had arrived at the community services outreach requiring an urgent appointment with the support worker. Cheryl had been experiencing family violence and required assistance. She stated that her life was hopeless and that she was exhausted and overwhelmed.
Students were required to respond to the needs of Cheryl and complete written documentation as taught in class. They were asked to manage the difficult conversation using therapeutic communication skills. The students were required to identify and respond to risks, provide immediate intervention and support, demonstrate effective communication and empathy skills, and respond appropriately to the stressful situation using an empowering approach and trauma informed care. Students were then required to identify the holistic needs of Cheryl and discuss immediate options and referral processes.
Results and Discussion
The evaluation revealed that students not only developed therapeutic skills in recognising and responding to domestic and family violence but gained valuable insights into the client experience and in working within a challenging community care environment. The authenticity of the experience demonstrated to educators the value of the simulated participant role in the teaching and learning process and was a feasible alternative to role play.
Keywords
Family violence, simulation scenario, challenging conversations, therapeutic communication
References
1. Li, Ju, Xue Li, Linlin Gu, Rui Zhang, Rongyan Zhao, Qiaoying Cai, Yanyan Lu, Hui Wang, Qinghui Meng, and Holly Wei. "Effects of simulation-based deliberate practice on nursing students' communication, empathy, and self-efficacy." Journal of Nursing Education 58, no. 12 (2019): 681-689.