Feature | Comments |
Cost | Free to use. Unless otherwise noted this resource is available for public use under Creative Commons Attribution-NonCommercial 4.0 International. If you share the content from this resource, you must identify the creators of the resource (Centennial College, George Brown College, Toronto Metropolitan University, and The Chang School) in a reasonable manner. |
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 service students. |
Format | Interactive videos of simulated participants in actual environments inpatient, outpatient, and home settings. A variety of formats are used in these virtual simulation games (VSGs), some include a “Read” section prior to starting the VSG, which has additional information and links to other resources. |
Implementation | Easy to navigate and requires little instruction for the user. Can be used in a synchronous or asynchronous platform. Allows users to replay the VSG. Provides a self-assessment facilitated reflection guide (self-debrief) for the learners to complete. |
Noteworthy | Has a “Faculty Resources” section with an open access textbook, “Using Virtual Gaming Simulation: An Educator’s Guide.” A “Library” is available with “Infection Prevention and Control Practices” book and a list of e-textbook open education resources developed within Canada. Some of the VSGs are also in French. Includes several interprofessional VSGs. |
Website | |
Date of Review | April 2, 2024* *Original review February 8, 2022; formerly called Ryerson Virtual Healthcare Experience |
# | Content | Comments |
2 | Emergency | Triage of three patients: 12-year-old asthma, 30-year-old Crohn’s disease, and 69-year old trauma/fracture and young adult with right ankle sports injury and neuro complications. |
2 | Pediatrics | 17-year-old patient with acute injury and post-operative event and 10-year-old post-appendectomy. |
2 | Gerontology | Health history interview of an older female client for admission to a retirement home post recent hip fracture and surgery due to a fall and assisting a client in her home post stroke who is regaining her self-care abilities. |
2 | Medical-Surgical | Interprofessional VSG on breaking the chain of infection and Team Works – Interprofessional collaboration in healthcare with setting is an orthopedic rehabilitation unit. |
4 | Maternal & Child | Prenatal nursing care, labour & delivery nursing care, postpartum nursing care and newborn care. |
2 | Mental Health | Therapeutic communication & mental health assessment and crisis intervention. |
Considerations | Comments | |
X | Is there 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 | Is there progression across multiple care settings? | |
✓ | Is a health record (electronic or otherwise) integrated into scenarios? | |
✓ | Does the product include psycho-social components? |
✓ | Feature | Comments |
✓ | Is internet access required? | |
✓ | Is the product web-browser based? | For updated products, recommend Chrome or Firefox browser. |
✓ | Is the product mobile-friendly? | Product is web-responsive using one of the above app browsers. |
✓ | 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 for videos. |
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). |
Consult subject matter experts and those familiar with simulation education, pedagogy, and best practices during the simulation development process.
✓ | Objectives | Comments |
✓ | Was a content expert and a simulation expert used in the simulation development process? | Specific information provided on academic institutions involved in the development. |
Conduct a needs assessment to support the necessity of the simulation-based experience. This may include a gap analysis, SWOT analysis, stakeholder/learner/clinician/educator surveys, outcome data or standards from certifying bodies or practice guidelines.
Develop measurable objectives, both broad and specific, focusing on identified needs. Broad objectives reflect the purpose, and specific objectives measure learner performance.
✓ | Objectives | Comments |
✓ | Are learning objectives provided? | |
✓ | Are broad learning objectives broad? | Some noted under “Purpose” for each game. |
✓ | Are specific learning objectives specific? | Some noted as “Learning Outcomes.” |
Construct the simulation-based experience to support the learners’ needs, the objectives, and the type of evaluation, using available resources. Development of the SBE uses a theoretical and 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 “Faculty Resources,” provides guidance. |
✓ | Is there a beginning, middle and end to simulation? |
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? | Provides immediate feedback if incorrect choice selected and newer VSGs include comprehensive feedback on learner details and is based on the initial correct answers to questions embedded in the VSG. |
Create the perception of realism through physical, conceptual, and psychological factors in the simulation-based experience. Use elements of physical, abstract, and psychological fidelity to create realism.
✓ | Fidelity type |
✓ | 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)? |
Prepare to facilitate the simulation focusing on the learning, the objectives, the learners’ knowledge and experience level, and anticipated outcomes.
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.
✓ | Prebriefing Context | Comments |
✓ | Are resources provided for integration in the preparation and prebriefing process? | Newer products, the “Book” provides guidance on preparation items. |
✓ | Are there faculty-specific guidelines to facilitate prebriefing? | Under “Faculty Resources,” provides guidance. |
✓ | Is the preparation and prebriefing content congruent with the objectives and simulation? |
Develop a debriefing process to use following a simulation-based experience. This can include debriefing, feedback, and/or a guided reflection exercise. A trained debriefing facilitator will support a process based on theoretical frameworks or evidenced-based concepts 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 products have specific resources; the Educator’s Guide also provides general guidance on self-reflection. |
✓ | Are there faculty-specific guidelines to facilitate debriefing? | Under “Faculty Resources,” provides guidance. |
✓ | Is the debriefing structured and theory based? | |
✓ | Are the debriefing points congruent with the objectives and simulation? |
Use an evaluation method for the learner and the simulation-based experience. 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? | Provides immediate feedback if incorrect choice selected and newer VSGs include comprehensive feedback on learner details and is based on the initial correct answers to questions embedded in the VSG. |
✓ | Is the tool valid and reliable? | Newer VSGs under 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)? | Method of evaluation would need to be provided by facilitator using product |
X | Is the evaluation tool clearly identified as formative, summative, or high stakes? |
Pilot test all simulation-based experiences with participants like the target learning group. It may not be possible to pilot each simulation-based experience.
✓ | Faculty Training and Support | Comments |
✓ | Is educator support available to faculty? | No faculty training is required. Under the “Faculty Resources” section the open access textbook, “Using Virtual Gaming Simulation: An Educator’s Guide” provides best practice guidance on use of VSGs. |
✓ | Are faculty features easily navigated? | |
✓ | Is an implementation guide available for faculty? | “Using Virtual Gaming Simulation: An Educator’s Guide.” |
X | Is a clinical replacement plan provided? | |
X | Is customization available? | The VSGs created using H5P branching tool can be customized (only the questions and feedback, but not videos) if placed on a LMS (https://h5p.org/branchingscenario). However, own videos can be added into the branching tool. |
✓ | Student Training and Support | Comments |
X | Is student training provided? | The newer VSGs provide guidance for the learner. |
✓ | Is the simulation easily navigated? | |
✓ | Is feedback automated? | |
✓ | Is the simulation interactive? | Learner must answer the question correctly in order to progress through the scenario. |
✓ | Are time estimates for completion provided? |
✓ | Feature |
X | Is the product mapped to prelicensure QSEN competencies? |
X | Is the product mapped to the NCLEX Test Plan? |
X | Are Next Generation NCLEX-style prompts or questions integrated? |
✓ | Is the product compatible with competency-based programs? |
✓ | Is the product compatible with concept-based programs? |