Ryerson University Virtual Healthcare Experience Review

Summary

Feature

Comments

Cost

VGS are free to use. However, there are varying licenses. For the VGS, especially the ones under the Creative Commons Attribution (NonCommercial,or International License types or copyright by Ryerson University & The Chang School

Target learner

Pre-licensure nursing students and registered nurses. Other healthcare professionals in Canada have used these resources – occupational therapist assistant, social worker students, health environmental services students, personal support workers, physiotherapist assistance, police foundation students, & health environmental services students.

Format

Interactive videos of simulated participants in actual environments in-patient, out-patient and home settings.

Implementation

It is easy to navigate and requires little instruction for the user.

Noteworthy

Faculty will be required to supplement this product to meet the Healthcare Simulation Standards of Best Practice. Has a “Library” section with Infection Prevention & Control Practices and links to eTextbook Open Education Resources (OERs) (https://pressbooks.library.ryerson.ca/catalog/). Several scenarios which address topics of discrimination-notes this prior to the start of the game. Some scenarios offered in multiple languages (Dutch, French).

Website

https://de.ryerson.ca/games/nursing/hospital/

Date of Review

February 8, 2022

Characteristics

#

Content

Comments

1

Emergency

Triage of three patients. 12-year old asthma, 30-year old Crohn’s disease and 69-year old trauma/fracture

2

Pediatrics

Ten year old post-op appendectomy and 17-year old post-op surgical repair of lacerated liver – addresses topics of discrimination

2

Medical-Surgical

Interprofessional – Focus on breaking chain of infection (17-year old MVA) and TeamWorks (ortho-rehab setting)

4

Maternal & Child

Prenatal, labor and delivery, postpartum and newborn

4

Mental Health

3 Modules: Therapeutic relationships & communication techniques; Mental status assessment, depression, & suicide risk; and Interpersonal violence; Simulation game – Home visit

Considerations

Comments

X

Evidence of when the content has been or will be updated

The newer content is now is OER format with a “book” for each scenario

X

Progression across multiple settings?

Health record (electronic or otherwise) integrated into scenarios?

Includes psycho-social components?

Cost

Pricing and Terms

Comments

Individual Cost Per Student

Free

Site License Option

Free

Simultaneous Use for Students

Yes

Contracts Required

Free

Contract Length/ Options

Free

Access Period

Free

Module can be accessed more than once

Yes

Payment Options

Free

Refund Policy Available

Free

Demo

Question

Comments

Is a demo available?

Is a trial period available?

Is the vendor’s demo required to obtain scenario objectives?

Equipment

Feature

Comments

Internet access required?

Web-browser based?

For updated products, recommend Chrome or Firefox browser

Product website optimized for viewing on a smartphone?

Product website optimized for viewing on a tablet?

X

Mobile app available?

Does the product work without special software?

Does the product work without special equipment?

Are there internet speed requirements?

Recommended high-speed internet to load videos

Accessibility Standards Compliant?

Closed captioning available

Standards of Best Practice

Based on Healthcare Simulation Standard of Best PracticeTM: Simulation Design[1][2][3][4]

Product review evaluation includes criteria marked with an asterisk (*.) Unmarked criteria are important to incorporate as part of a complete simulation-based experience (SEB).

Criterion 1: Consultation*

In designing SBEs, important to use content experts and those knowledgeable in simulation education, pedagogy and best practice.

Objectives

Comments

Was a content expert used in the development process of the simulation?

Criterion 2: Needs Assessment

Faculty conduct a needs assessment, identify learning gaps, and select a simulation to meet their learners’ needs. May include a gap analysis, SWOT, survey results from stakeholders, outcome data from testing or standards from certifying bodies, or practice guidelines.

Criterion 3: Measurable Objectives*

Objectives are necessary to identify learning outcomes. Broad objectives reflect the purpose, and specific objectives measure performance.

Objectives

Comments

Are learning objectives provided?

Are learning objectives broad?

Some noted under “Purpose” for each game

Are learning objectives specific?

Some noted as “Learning Outcomes”

Criterion 4: Format*

Development of the SBE uses a theoretical and/or conceptual framework focusing on the purpose and learner. The simulation has a designated start, purposeful activities and a clear end-point.

Structure

Comments

Are targeted participants identified?

Are assessment type or evaluation method identified?

Under Educational Resources – “Info for Educators.

Is there a beginning, middle and end to simulation?

Criterion 5: Scenario Design*

Provides a process that supports objectives and expected outcomes; creates a backstory, cues to guide learners; timeframes to facilitate progression, and identifies critical actions/performance measures for evaluation.

Scenario Context

Comments

Does the simulation provide a report, patient file, or appropriate responses during the simulation to provide context to the case?

Are cues embedded in the scenario to progress the case?

Does the learner have a reasonable amount of time to achieve the objectives?

Are critical actions/performance measures clearly identified?

Criterion 6: Fidelity*

Use elements of physical, conceptual, and psychological fidelity to create realism.

Fidelity type

Comments

Physical - Does the environment replicate where the situation would occur (e.g. manikin, bed, equipment)?

Conceptual - Do elements realistically relate to each other (e.g. vitals are consistent with diagnosis)?

Psychological - Do contextual elements mimic certain aspects of the environment (e.g. noise, lighting, family members, distractions, time pressure)?

Criterion 7: Facilitative Approach

The facilitator should plan a learner-centered approach driven by the objectives, participants’ knowledge or level of experience, and the expected outcomes.

Criterion 8: Prebriefing

Provide learners with preparation materials and a structured prebriefing tied to objectives and a psychologically safe environment to create trust, integrity and respect. Provide learner’s expectations, orientation to the space, equipment, technology, method of evaluation, and roles.

Criterion 9: Debriefing*

Debriefing, based on theoretical frameworks or evidenced-based concepts, should immediately follow the experience. A trained debriefing facilitator will support a process to encourage reflection, knowledge exploration, identify performance/system deficits in an environment of psychological safety.

Debriefing Context

Comments

Are resources provided for integration in the debriefing process?

Newer content under OER (Pressbooks) includes Self-debriefing/reflective questions

X

Are there faculty-specific guidelines to facilitate debriefing?

X

Is the debriefing structured and theory based?

Are the debriefing points congruent with the objectives and simulation?

Included in newer content under OER (Pressbooks)

Criterion 10: Evaluation*

Simulation should include an evaluation of the participant(s), the facilitator(s), the experience, the facility, and the support team. A valid and reliable tool is used to measure expected outcomes.

Evaluation Context

Comment

Is an assessment/evaluation tool provided?

Learners receive a summary report with their responses. The newer OER products (Pressbooks) there is a summary report, as well as “Summary Pages” with each question

Is the tool valid and reliable?

Newer OER products (Pressbooks) link to resources

X

Are participants notified prior to the simulation about the method of assessment (formative, summative and/or high stakes)?

X

Is the evaluation tool clearly identified as formative, summative, or high stakes?

Criterion 11: Pilot Test

Important to pilot test all SBEs to ensure the intended purpose is achieved.

Faculty & Student Support

Faculty Training and Support

Comments

No training required

Easily navigated?

Implementation guide?

A general guide on how to use the VGS is provided for the OER version (Pressbooks) under the “Introduction” section

X

Clinical replacement plan provided?

X

Customization available?

The VGS created using H5P branching tool can be customized (only the questions and feedback, but not videos) if placed on a LMS (https://h5p.org/branching-scenario). However, own videos can be added into the branching tool

Student Training and Support

Comments

No training required

Easily navigated?

Automated feedback?

Interactive?

Participants must answer questions correctly in order to progress.

Time estimates for completion?

Other Features

Feature

Comments

X

QSEN mapping?

X

NCLEX Test Plan mapping?

Pediatric patient with an acute injury & post-op event was created using the Clinical Judgment Model by NCSBN.

References

  1. INACSL Standards Committee, Decker, S., Alinier, G., Crawford, S.B., Gordon, R.M., Jenkins, D., & Wilson, C. (2021, September). Healthcare Simulation Standards of Best PracticeTM The Debriefing Process. Clinical Simulation in Nursing, 58, 27-32. [http://dx.doi.org/10.1016/j.ecns.2021.08.011]
  2. INACSL Standards Committee, McMahon, E., Jimenez, F.A., Lawrence, K., & Victor, J. (2021, September). Healthcare Simulation Standards of Best PracticeTM Evaluation of Learning and Performance. Clinical Simulation in Nursing, 58, 54-56. [http://dx.doi.org/10.1016/j.ecns.2021.08.016]
  3. INACSL Standards Committee, Miller, C., Deckers, C., Jones, M., Wells-Beede, E., & McGee, E. (2021, September). Healthcare Simulation Standards of Best PracticeTM Outcomes and Objectives. Clinical Simulation in Nursing, 58, 40-44. [http://dx.doi.org/10.1016/j.ecns.2021.08.013]
  4. INACSL Standards Committee, Watts, P.Il, McDermott, D.S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P.A. (2021, September). Healthcare Simulation Standards of Best PracticeTM Simulation Design. Clinical Simulation in Nursing, 58, 14-21. [http://dx.doi.org/10.1016/j.ecns.2021.08.009]
  5. Lioce, L.(Ed.,), Lopreiato, J. (Founding Ed.), Downing, D., Chang, T.P., Robertson, J.M., Anderson, M., Diaz, D.A., & Span, A.E. (Assoc. Eds.) and the Terminology and Concepts Working Group (2020) Healthcare Simulation Dictionary (2nd ed.). Rockville, MD: Agency for Healthcare Research and Quality. AHRQ Publication No. 20-0019. [https://doi.org/10.23970/simulationv2]
Last updated: May 4, 2022