Description

A patient has suddenly collapsed and is unresponsive. Students respond
to a simulated cardiac emergency by completing one cycle of chest
compressions on a feedback-enabled mannequin. They use real-time
feedback to improve their hand placement, compression depth, rate,
and consistency while learning about high-quality CPR and the role
healthcare professionals play during life-threatening emergencies.

Staffing

• 1 healthcare professional preferred, or 1 trained volunteer

Supplies

Include all accessories, attachments, adapters, chargers, batteries,
replacement components, and other supplies required to safely operate
the selected equipment.

Equipment

• Adult feedback-enabled CPR mannequins (2–3)
• CPR feedback sensors, if separate from the mannequins (2–3)
• Floor mats or kneeling pads (2–3)

Technology

• Technology or equipment required to operate the feedback-enabled
  mannequins

Consumables

Quantities should support approximately 750 students.

• Replacement mannequin face shields or lungs, if required by the
  selected mannequin model

Electrical Needs

• Charging cables or power adapters, if required
• Tablet, monitor, or mobile device for the feedback display, if required
  by the mannequin model

Optional Enhancements

• Hospital bed in place of floor mats for a more realistic simulation
• Trained healthcare professional uses a bag-valve mask/Ambu bag to
  demonstrate or provide simulated breaths after the student completes
  30 compressions
• Larger screen displaying real-time CPR feedback
• Simulated cardiac monitor displaying a patient rhythm
• Audible metronome to demonstrate the recommended compression rate

Description

A patient is not feeling well and needs an assessment. Students step
into the role of a healthcare professional by obtaining vital signs
from a volunteer using common patient-monitoring equipment. Students
then receive a set of patient vital signs connected to a scenario and
use a reference chart to determine whether the patient is stable,
needs follow-up, or needs immediate medical attention. The activity
introduces students to patient assessment and demonstrates how
healthcare professionals use vital signs to identify changes in a
patient’s condition.

Staffing

• 2 volunteers, healthcare professionals preferred

Supplies

Include all accessories, attachments, adapters, chargers, batteries,
replacement components, and other supplies required to safely operate
the selected equipment.

Equipment

• Dynamap monitors (2)
• Digital thermometers, if not integrated into the Dynamap monitors (2)
• Blood pressure cuffs compatible with the monitors
  (2 of each required size)
• Pulse oximeters, if not integrated into the Dynamap monitors (2)
• All equipment-specific accessories and operating supplies required
  by the selected models

Consumables

Quantities should support approximately 750 students.

• Disposable thermometer probe covers, if required (approximately 750)
• Disposable equipment-specific supplies required by the selected
  monitors or thermometers

Electrical Needs

• Dynamap charging cables or power cords
• Charging cables or adapters for all additional equipment
• Replacement batteries, if required by the selected equipment

Optional Enhancements

• Hospital bed or exam table
• Digital display explaining what each vital sign measures

Description

A patient has been injured and needs immediate care. Students respond
to a simulated emergency by reviewing an injury scenario, selecting
appropriate treatment supplies, and completing one basic intervention.
Depending on the scenario, students may control simulated bleeding,
apply a splint or sling, wrap an injury, or practice basic wound closure
on a silicone suture pad. The activity introduces students to how
healthcare professionals assess injuries, select appropriate
interventions, and provide safe, effective emergency care.

Staffing

• 1 healthcare professional preferred, or volunteer
• A second volunteer may be helpful during periods of high student
  traffic

Supplies

Include all accessories, attachments, replacement components,
cleaning products, and other supplies required to safely operate or
use the selected equipment.

Equipment

• Reusable silicone suture practice pads (2)
  • Pads should provide enough usable space for approximately
    75–100 students
  • Assuming each student completes approximately 4–6 needle passes,
    the pads should collectively support at least 450–600 needle
    passes
• Reusable basic suture practice kits with blunt practice needles (2)
• Reusable training arms (1–2)
• Reusable training legs (1–2)
• Reusable SAM splints (2)
• Training tourniquets (2)
• Reusable arm slings (2)
• All equipment-specific accessories and replacement components required
  for the selected training equipment

Materials

• Small supply bins or baskets for organizing intervention materials

Consumables

Quantities should support approximately 750 students. Most intervention
materials should be reusable whenever they can be safely cleaned and
reset.

• Reusable elastic/ACE wraps (8–12)
• Reusable triangular bandages (6–8)
• Roller gauze for demonstration and practice
• Gauze pads
• Self-adherent wrap
• Adhesive bandages in assorted sizes
• Practice sutures with blunt training needles
  (approximately 75–100 if suturing is limited to a small portion
  of participants)
• Replacement silicone pads if required based on the manufacturer’s
  expected number of uses
• Alcohol prep pads (approximately 100–150)
• Disposable gloves in multiple sizes
• Simulated blood or reusable bleeding-control materials, if used

Optional Enhancements

• Hospital stretcher or exam table
• Reusable bleeding-control training limb

Description

A patient may have an infectious disease, and healthcare professionals
must protect themselves, their patients, and others. Students review a
patient scenario, determine which personal protective equipment is
appropriate, and practice putting on and removing the selected PPE
safely. Some items at the station are not necessary for the scenario,
encouraging students to think about the appropriate level of protection
rather than selecting every available item. The activity introduces
infection prevention, transmission-based precautions, and the proper
use of PPE in healthcare settings.

Staffing

• 1 healthcare professional preferred, or volunteer
• A second volunteer may be helpful during periods of high student
  traffic

Supplies

Include all accessories, replacement components, storage products,
cleaning products, and other supplies required for the selected PPE
and display equipment.

Equipment

• PPE display rack or shelving unit (1)
• Full-length mirror (1, optional)
• Reusable PPE organizers, hooks, or tabletop display stands
• All equipment-specific components required for the selected display
  or storage system

Consumables

Quantities should support approximately 750 students. Final quantities
will depend on how frequently each scenario is used and whether
students put on a complete set of PPE or only selected items.

• Nonsterile disposable gloves in multiple sizes
  (approximately 700 pairs if every student practices with gloves)
• Isolation gowns (approximately 250–300)
• Surgical masks (approximately 250–300)
• Training-only N95 respirators (approximately 150–175)
• Face shields (10–20 reusable training face shields preferred)
• Safety glasses or goggles (10–20 reusable pairs preferred)
• Reusable (30) or disposable isolation (300) gowns
• Sterile gloves in multiple sizes for display and comparison only
• Bouffant caps for display and comparison only
• Shoe covers for display and comparison only

Expired PPE donated by healthcare organizations may be used if it is
safe to handle, clearly labeled and stored separately from PPE intended
for clinical use.

Furniture

• Storage bins for organizing PPE
• Optional hamper or bin for reusable gowns awaiting cleaning

Description

A healthcare provider has ordered laboratory testing, and students step
into the role of the professional responsible for collecting the specimen
safely and accurately. Students review a laboratory order, identify the
correct patient, select the appropriate collection tubes, and complete a
simulated specimen-collection process. Depending on the available
equipment and staffing, students may perform a supervised venipuncture
on a training arm or complete the process without inserting a needle.
The activity introduces patient identification, collection-tube
selection, specimen labeling, and the important role phlebotomy and
laboratory professionals play in diagnosis and treatment.

Staffing

• 2 healthcare professionals preferred if operating two venipuncture
  stations
• 1 volunteer may staff a needle-free simulation
• One volunteer should directly supervise each station where training
  needles are used

Supplies

Include all accessories, attachments, replacement components,
simulated fluids, cleaning products, and other supplies required to
safely operate the selected training equipment.

Equipment

• Training arms (2), suitable for venipuncture simulation
• Phlebotomy arm stands or positioning supports (2, if required)
• Reusable training tourniquets (4)
• Vacutainer-style holders compatible with the selected training
  equipment (4)
• Training safety needles or needle-free collection devices compatible
  with the selected simulation model
• Sharps containers (2)
• Simulated blood and replacement reservoirs or tubing, if required
• Equipment-specific replacement skins, veins, tubing, connectors,
  clamps, accessories, and replacement components required for the
  selected training arms

Shared Equipment

• Pillows or positioning supports for the training arms (2)
• Reusable tube racks (2)
• Supply trays (2)

Consumables

Quantities should support approximately 750 students.

• Training safety needles (800)
• Blood-collection tubes (1,400)
  • Lavender-top EDTA tubes — 300
    • Commonly used for hematology testing, including a Complete
      Blood Count.
  • Gold-top or tiger-top serum separator tubes — 300
    • Commonly used for chemistry testing, including a Basic
      Metabolic Panel or Comprehensive Metabolic Panel.
  • Light-blue-top sodium citrate tubes — 200
    • Commonly used for coagulation testing, including PT/INR
      and PTT.
  • Green-top or light-green-top heparin tubes — 200
    • Commonly used for plasma chemistry tests and certain STAT
      tests.
  • Gray-top fluoride/oxalate tubes — 200
    • Commonly used for glucose, glucose-tolerance, or lactate
      testing.
  • Pink-top EDTA tubes — 200
    • Commonly used for blood-bank testing, including type and
      screen.
• Practice specimen labels (approximately 1,500)
• Alcohol prep pads (approximately 800)
• Gauze pads (approximately 800)
• Adhesive bandages (approximately 800)
• Disposable gloves in multiple sizes (approximately 800 pairs)
• Simulated blood and replacement fluid required for the selected
  training arms
• Replacement training-arm skins, veins, tubing, or reservoirs based
  on the manufacturer’s expected number of uses
• Any additional disposable supplies required for the selected training
  arms and collection devices

Furniture

• Storage tote (1)
• Storage bins for organizing supplies

Optional Enhancements

• Barcode specimen labels and scanner demonstration
• Electronic laboratory order display
• Visual display showing how specimens move from collection to the
  laboratory
• Centrifuge demonstration using a nonoperational or enclosed training
  display

Description

A patient has arrived with an injury or illness, and medical imaging can
help the healthcare team understand what may be happening. Students
review fictional patient information and an X-ray image to identify the
body part being examined and look for normal findings, fractures,
dislocations, or other visible abnormalities. The activity introduces
students to diagnostic imaging and demonstrates how Radiologic
Technologists acquire quality images that Radiologists and other
providers use to support diagnosis and treatment decisions.

Staffing

• 1 healthcare professional preferred, or volunteer

Supplies

Include all chargers, adapters, software, mounting equipment,
protective cases, and other supplies required for the selected
technology.

Technology

• Laptops or tablets (2)
• Protective laptop or tablet cases (2, if applicable)
• Laptop or tablet chargers (2)
• Device stands (2, optional)
• Wireless mice (2, optional)
• X-ray image library containing 5–6 cases/scenarios
• Presentation or image-viewing software installed on both devices
• Large monitor or television (1, optional)
• Monitor stand or secure mounting equipment (1, if required)
• Monitor power cord (1)
• HDMI cable (1)
• HDMI adapters compatible with the selected devices (1–2)
• All equipment-specific chargers, cables, adapters, and replacement
  components required for the selected devices

Consumables

Quantities should support approximately 750 students.

• Screen-cleaning wipes approved for the selected devices
  (approximately 100–150)

Electrical Needs

• Charging cables or power cords for both devices (2)
• Monitor power cord, if a monitor is used (1)
• HDMI cable and required adapters (1–2)

Optional Enhancements

• Large monitor or television
• Illuminated X-ray viewing panel
• Lead apron displayed for educational purposes

Description

A patient is ready for an MRI, but dangerous objects must be removed
before entering the MRI suite. Students step into the role of an MRI
Technologist by reviewing magnetized picture cards and sorting items
into “SAFE” and “UNSAFE” categories. The activity introduces MRI safety
and demonstrates how powerful magnetic fields can affect patients,
healthcare professionals, visitors, medical equipment, and everyday
objects.

Staffing

• 1 healthcare professional preferred, or volunteer

Supplies

Include all mounting materials, replacement magnets, labels, cleaning
products, and other supplies required for the selected display
equipment.

Equipment

• Magnetic sorting boards (2)
• Tabletop board stands (2, if required)
• Complete sets of magnetized picture cards (2 identical sets)
• “SAFE” magnetic category labels (2)
• “UNSAFE” magnetic category labels (2)
• Picture-card storage containers (2)
• All equipment-specific mounting hardware, replacement magnets, and
  display components required for the selected boards

Magnetized Picture Cards

Provide two identical sets so two students can participate
simultaneously. Each set should contain approximately 12–16 cards.

Suggested picture cards include:

• Cell phone (2)
• Keys (2)
• Stethoscope (2)
• Metal scissors (2)
• Plastic scissors (2)
• Oxygen tank (2)
• Standard wheelchair (2)
• MRI-safe wheelchair (2)
• Hearing aid (2)
• Jewelry (2)
• Coins (2)
• Credit card (2)
• Hair clip or bobby pins (2)
• Eyeglasses (2)
• Pen (2)
• Plastic water bottle (2)
• Metal water bottle (2)
• Walker (2)
• Cane (2)
• Backpack (2)
• Fire extinguisher (2)
• Watch or smartwatch (2)
• Pocketknife picture card (2)
• Medical implant information card (2)
• Item with an MR Safe label (2)
• Item with an MR Conditional label (2)
• Item with an MR Unsafe label (2)

Description

A patient is recovering from an injury or medical condition and is
learning how to complete everyday activities safely and independently.
Students step into the role of the patient and complete one daily living
task using adaptive equipment commonly recommended by physical and
occupational therapy professionals. Through the experience, students
learn how adaptive equipment can make everyday tasks easier and how
rehabilitation professionals help patients improve function, safety,
and independence.

Staffing

• 1 rehabilitation professional preferred, or volunteer
• A second volunteer may be helpful during periods of high student
  traffic

Supplies

Include all replacement parts, accessories, cleaning products and
other supplies required for the selected adaptive equipment.

Equipment

Core equipment

• Reacher or grabber tools (2)
• Sock aids (2)
• Dressing sticks (2)
• Long-handled shoehorns (2)
• Reusable arm slings (2)
• Adaptive grip aids or built-up utensil handles (2 sets)
• Laundry or storage baskets (2)
• Student chairs without wheels (2)

Mobility equipment

• Walker (1)
• Cane (1)

Optional equipment

• Restrictive gloves or mitts for demonstrating limited hand use
  (2 pairs)
• Balance pad (1)
• Small step platform (1)
• Therapy putty or hand exercisers (2–4)

All equipment-specific accessories and replacement components
required for the selected adaptive devices.

Walkers, canes, balance pads, and step platforms should be used only
under direct supervision by a qualified rehabilitation professional.

Challenge Objects

• Tennis balls (6)
• Foam blocks (8–10)
• Plastic cups (6)
• Beanbags (6)
• Empty medication bottles with labels removed (6)
• Small empty household containers (6)
• Lightweight simulated grocery items (8–10)
• Clothing items for dressing activities (2–4)
• Clean socks for sock-aid practice (100–150)

Optional Enhancements

• Parallel bars displayed with direct professional supervision

Description

A provider has prescribed medication for a patient, and it is the
pharmacy team’s responsibility to prepare it safely and accurately.
Students step into the role of a Pharmacy Technician by reviewing a
prescription order, confirming the patient, selecting the correct mock
medication, counting the prescribed quantity, labeling the prescription
container, and matching it to the correct patient. The activity
demonstrates how accuracy, attention to detail, and multiple safety
checks help prevent medication errors.

Staffing

• 1 Pharmacy Professional preferred, or volunteer

Supplies

Include all accessories, replacement components, storage materials,
and other supplies required for the selected equipment.

Equipment

• Pharmacy counting trays (2)
• Counting spatulas (2–4)
• Pharmacy shelving or tabletop display racks (2)
• Reusable prescription baskets or trays (2)

Materials

• Mock medication bottles (10 per station; 20 total)
• Reusable empty prescription containers (10 per station; 20 total)
• Reusable child-resistant caps (20)
• Mock prescription labels

Mock Medication

Use reusable beads, plastic pieces, or other nonedible items in
different colors, shapes, and sizes. Do not use candy because it may
melt, create a mess, raise food-allergy concerns, or be mistaken as
something students may eat.

• Different colors or shapes of beads or plastic pieces
  (approximately 300–500 per mock medication)
• Approximately 3,000–4,000 total reusable pieces
• Replacement beads or plastic pieces (approximately 300–400)
• Labeled storage containers for each mock medication (10–20)

Consumables

Quantities should support approximately 750 students.

• Mock prescription labels (approximately 750–800)
• Patient identification labels, if used separately
  (approximately 750–800)

Optional Enhancements

• Simulated prescription-label printer
• Barcode scanner demonstration
• Automated pill-counting machine display
• Hospital unit-dose packaging display

Description

A surgeon is preparing for a procedure, and the operating room team must
ensure the correct instruments are ready and arranged according to the
surgeon’s preference. Students step into the role of a Surgical
Technologist by reviewing a surgeon’s procedure card and briefly
studying a reference image of the required instrument setup. After the
image is removed, students select the necessary instruments and attempt
to recreate the setup from memory. The activity introduces instrument
identification, surgeon preference cards, attention to detail, and the
role Surgical Technologists play in operating-room preparation and
patient safety.

Staffing

• 1 Surgical Services Professional preferred, or Volunteer

Supplies

Include all storage materials, protective equipment, cleaning
products, and other supplies required for the selected training
instruments.

Equipment

• Surgical instrument training sets (2)
• Instrument trays (2)
• Reusable sterile-field drapes (4 — 2 active and 2 spare)
• Instrument mats or tray liners (2)

All instruments must be dull, training-quality, or decommissioned and
approved for educational use. Do not include scalpel blades, needles,
sharp scissors, or instruments capable of puncturing or cutting skin.

Optional Enhancements

• Back table for a more realistic setup
• Surgical lights for display only
• Surgical attire for Volunteers

Description

A patient needs more than medical care to stay healthy. Students step
into the role of a Community Health Worker or Care Coordinator by
identifying a barrier affecting a patient’s health and connecting the
patient with an appropriate community resource. Using a tablet, students
search community resource databases (211 and findhelp.org) for services
addressing needs such as food, housing, transportation, childcare,
financial assistance, or mental health support. The activity demonstrates
how social needs affect health and how healthcare professionals help
patients access community services.

Staffing

• 1 Healthcare Professional preferred, or Volunteer

Supplies

Include all chargers, protective cases, adapters, software, and other
supplies required for the selected technology.

Equipment

• Tablets (2)
• Tablet stands (2)
• Protective tablet cases (2)
• Optional backup tablet (1)

Laptops are sufficient replacements for tablets.

Technology

• Bookmarks or shortcuts to the selected resource database on each
  tablet
• Tablet web browser
• Optional kiosk mode to keep students on the selected website

Consumables

Quantities should support approximately 750 students.

• Screen-safe disinfecting wipes for periodically cleaning tablets
  and stands (1 container)

Electrical Needs

• Tablet charging cables (2)
• Backup charging cable (1)
• Multi-device charging station (1, optional)

Description

The Healthcare Career Lounge provides students with a relaxed, welcoming
space to meet healthcare professionals, ask questions, and learn about
different careers and education pathways. Two professionals will be
available at a time and will rotate throughout the event to provide a
variety of clinical, nonclinical, frontline, and leadership perspectives.

Staffing

• 2 Healthcare Professionals at a time
• Professionals scheduled together should represent different careers,
  departments, or perspectives
• When possible, include a healthcare leader with broad knowledge of
  healthcare careers and operations

Description

The Ambulance Arrival Zone creates excitement and curiosity as students
approach the Healthcare Career Experience. A real ambulance positioned
outside the entrance introduces students to careers in emergency
medical services. When appropriate personnel are available, the
ambulance may be opened for brief, supervised tours. If adequate
staffing is unavailable, the ambulance will remain locked and serve as
an exterior display. An EMS professional may also be available to
answer questions about the ambulance, emergency equipment, and EMT and
paramedic careers.

Staffing

If the ambulance is open for tours:

• A minimum of 2 Volunteers is required.
• At least 1 Volunteer should be an EMT, Paramedic, EMS Professional,
  or Ambulance Service Representative.
• One Volunteer should supervise students inside the ambulance.
• One Volunteer should remain outside to control entry, exit, and
  student flow.

If the ambulance is locked with no tours:

• No dedicated Volunteer is required.
• An EMS Professional may be available for questions, but this is
  optional.

Supplies

Equipment

• Ambulance (1)
• Standard ambulance equipment approved for display by the ambulance
  provider
• Wheel chocks

Any medication, sharps, controlled substances, oxygen equipment, or
other potentially hazardous supplies must be removed, locked, or
otherwise made inaccessible to students.