Ryerson University Virtual Healthcare Experience Review
Summary
Feature | Comments |
Cost | Free |
Target learner | Pre-licensure nursing students and registered nurses. |
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 INACSL Standards of Best Practice |
Website | |
Date of Review | August 18, 2020 |
Characteristics
# | Content | Comments |
1 | Emergency | Triage of three patients |
1 | Pediatrics | Ten year old post-op |
1 | Medical-Surgical | Involving interdisciplinary team members |
4 | Maternal & Child | Prenatal, labor and delivery, postpartum and newborn |
1 | Mental Health | Home visit |
1 | Quality Improvement | Interdisciplinary discharge policy |
Considerations | Comments | |
X | Evidence of when the content has been or will be updated | |
X | Health record (electronic or otherwise) integrated into scenarios? | |
✓ | Includes psycho-social components? |
Cost
✓ | Pricing and Terms | Comments |
Free | Individual Cost Per Student | |
– | Site License Option | |
✓ | Simultaneous Use for Students | |
– | Contracts Required | |
– | Contract Length/ Options | |
– | Access Period | |
✓ | Module can be accessed more than once | |
– | Payment Options | |
– | Refund Policy Available |
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? | |
– | Product website optimized for viewing on a smartphone? | Not yet evaluated |
– | 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? | Not specified |
– | Accessibility Standards Compliant? | Not specified |
INACSL Standards
Based on INACSL Standards of Best practice: SimulationSM[1],[2],[3],[4]
Criteria marked with an asterisk (*) are evaluated in this product review. Unmarked criteria are important INACSL Standards that should be incorporated as part of a complete simulation-based experience. |
Criterion 1: Needs Assessment
Faculty should conduct a needs assessment, identify learning gaps, and select a simulation to meet their learner’s needs. A gap analysis, SWOT, survey results from stakeholders, outcome data from testing or standards from certifying bodies, or practice guidelines may be included Details.
Criterion 2: 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? | |
X | Are learning objectives specific? |
Criterion 3: Format*
Theoretical /conceptual framework focused on learner needs is the underpinning of the format. The simulation has a designated start, purposeful activities and a clear end point.
✓ | Structure | Comments |
✓ | Targeted Participants Identified | |
✓ | Formative Design (informal diagnostic tool provides learning opportunity, no point value) | |
X | Summative Design (measurable, comparable, or has point value) | |
✓ | Beginning, Middle and End to Simulation |
Criterion 4: Scenario Design*
The simulation uses content experts and evidence-based practice to create a backstory, clinical progression and cues, timeframes to facilitate progression, and identification of critical actions or 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? | |
✓ | Was a content expert used in the development process of the simulation? |
Criterion 5: Fidelity*
Elements of physical,conceptual, and psychological fidelity should be used to create realism.
✓ | Fidelity type | Comments |
✓ | Physical - replicates environment where situation would occur (e.g. manikin, bed, equipment) | |
✓ | Conceptual - elements relates to each other in a realistic way (e.g. vitals are consistent with diagnosis) | |
✓ | Psychological - mimics the contextual elements (e.g. noise, lighting, family members, distractions, time pressure) |
Criterion 6: Facilitative Approach
The facilitator should maintain an approach that is participant-centered and driven by the objectives, participant’s knowledge or level of experience, and the expected outcomes.
Criterion 7: Pre-briefing
Simulation experiences should begin with a structured pre-briefing to create trust, integrity and respect. Learner’s are provided expectations, orientated to the space, equipment, simulator, method of evaluation, roles, and time allotment.
Criterion 8: Debriefing*
Debriefing, based on theoretical framework, should immediately follow the experience. A trained debriefing facilitator will support confidentiality, trust, open communication, self-analysis, feedback, and reflection.
✓ | Debriefing Context | Comments |
✓ | Are resources provided for integration in the debriefing process? | Summary report for each learner and suggested reflection questions. |
X | Are there faculty-specific guidelines to facilitate debriefing? | |
X | Is the debriefing structured and theory based? | Not clearly identified. |
✓ | Are the debriefing points congruent with the objectives and simulation? |
Criterion 9: 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 should be used to measure expected outcomes.
✓ | Evaluation Context | Comment |
✓ | Are evaluation tools provided? | Learners receive a summary report with their responses. |
– | Are evaluation tools valid and reliable? | |
– | Are participants notified prior to the simulation about the evaluation tool? | |
– | Are evaluation tools clearly identified as formative, summative, or high stakes? |
Criterion 10: Preparation Materials
Participants should be provided preparation materials and resources to meet identify objectives and expected outcomes. Activities address knowledge, skills, attitudes, and behaviors expected.
Criterion 11: Pilot Test
All simulation-based experiences should be pilot tested to ensure intended purpose achievement.
Faculty & Student Support
✓ | Faculty Training and Support | Comments |
✓ | No training required | |
✓ | Easily navigated? | |
X | Implementation guide? | |
X | Clinical replacement plan provided? | |
X | Customization available? |
✓ | 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? | Not explicitly met. |
X | NCLEX Test Plan mapping? | Not explicitly met. |
References
- INACSL Standards Committee (2016, December). INACSL standards of best practice: SimulationSM Simulation design. Clinical Simulation in Nursing, 12(S), S5-S12. [http://dx.doi.org/10.1016/j.ecns.2016.09.005]
- INACSL Standards Committee (2016, December). INACSL Standards of Best Practice: SimulationSM Outcomes and objectives. Clinical Simulation in Nursing, 12(S), S13-S15. [http://dx.doi.org/ 10.1016/j.ecns.2016.09.006]
- INACSL Standards Committee (2016, December). INACSL standards of best practice: SimulationSM Debriefing. Clinical Simulation in Nursing, 12(S), S21-S25. [http://dx.doi.org/10.1016/ j.ecns.2016.09.008]
- INACSL Standards Committee (2016, December). INACSL standards of best practice: SimulationSM Participant evaluation. Clinical Simulation in Nursing, 12(S), S26-S29. [http://dx.doi.org/10.1016/ j.ecns.2016.09.009]
- Healthcare Simulation Dictionary (2nd ed.). Healthcare Simulation Dictionary, pg. https://www.ssih.org/dictionary