Student Clinical Replacement Packet And Resources For VSIM C ✓ Solved

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This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps, in addition to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus.

LEARN FLOW - STEP ONE

Finish the Suggested Readings, then complete the following four activities:

  • Clinical Worksheet
  • Plan of Care Concept Map
  • Pharm4Fun Worksheet (one per medication)
  • ISBAR Worksheet

EST. TIME: 4 - 6 HOURS

LEARN FLOW - STEP TWO

Take the Pre-Simulation Quiz

• Student may take several times using the answer key to provide immediate remediation prior to the virtual simulation.

• Quiz is recorded as complete.

LEARN FLOW - STEP THREE

• Launch the virtual simulation

• Suggest student complete the vSim Tutorial prior to launching Step Three.

• Each clinical experience in the simulation lasts a maximum of 30 minutes.

• Student is to complete the simulation as many times as it takes to meet an 80% benchmark.

LEARN FLOW - STEP FOUR

• Complete the Post-Quiz

• The answer key is not visible to the student until after they have submitted the quiz.

• The quiz grade is recorded as a percentage.

LEARN FLOW - STEP FIVE

• Document

• The student documents the clinical events that occurred during the simulation using the information contained in step five.

• If using DocuCare, the instructor assigns the same vSim patient which can be found in DocuCare cases.

LEARN FLOW - STEP SIX

• Reflection Questions

• Students are to complete the reflection questions and submit to instructor post clinical replacement (see syllabus for details).

• The quiz grade is recorded as a percentage.

Sample Paper For Above instruction

Effective preparation and execution of virtual clinical simulations are pivotal in nursing education to enhance clinical reasoning, decision-making, and patient care skills. The outlined steps aim to ensure students are thoroughly equipped to engage with vSim activities, fostering a comprehensive understanding of patient assessment and management in a simulated environment. This paper explores the significance of the structured six-step learn flow, emphasizing its role in promoting active learning, critical thinking, and competence in nursing practice.

The initial phase, Step One, involves completing suggested readings and associated activities—clinical worksheets, concept maps, pharmacology worksheets, and ISBAR documentation. These preparatory tasks develop foundational knowledge of the patient’s disease process, anticipated assessments, and interventions. For example, creating a concept map enables students to visualize disease pathophysiology, linking clinical findings with nursing actions, thereby promoting analytical skills essential for safe patient care (Benner, 1984). This structured approach encourages students to organize complex information systematically, facilitating better retention and application.

Step Two involves taking a pre-simulation quiz, allowing students to assess their baseline knowledge and identify gaps. Utilizing answer keys for remediation ensures that misconceptions are corrected before engaging with the virtual scenario, thereby enhancing learning outcomes (Lunde & Myers, 2018). Repeated attempts at the quiz foster mastery and confidence, critical factors in clinical education. The process aligns with adult learning principles, emphasizing active self-directed learning to solidify clinical reasoning skills (Knowles, 1984).

Step Three emphasizes the importance of familiarization with the virtual simulation platform through tutorials prior to launching the scenario. This preparatory step reduces technical barriers and enhances user confidence, promoting more meaningful interaction with the simulated patient (Cant & Cooper, 2014). Simulations are designed with time constraints to mimic real clinical situations, challenging students to synthesize knowledge rapidly and make sound clinical decisions within a 30-minute window. Repeating scenarios until reaching an 80% success rate ensures competency and readiness for real-world application.

Post-simulation, students proceed to Step Four by completing a post-quiz, which assesses knowledge acquisition and retention. The feedback loop provided by the quiz, particularly when answer keys are concealed until submission, reinforces learning through reflection and correction, fostering higher-order cognitive skills (Schön, 1983). The integration of formative assessments supports continuous improvement, vital for developing clinical judgment.

Step Five requires thorough documentation of clinical events during the simulation, mirroring the essential practice of accurate, comprehensive recording in real clinical settings. Tools like DocuCare facilitate authentic documentation experiences, reinforcing professionalism and accountability while preparing students for clinical rotations (Finkelman & Kenner, 2016). Proper documentation promotes effective communication within healthcare teams and serves as a legal record of care delivered.

Finally, Step Six encourages reflection on the clinical experience by answering targeted questions. Reflective practice is recognized as a critical component in nursing education, fostering self-awareness, critical thinking, and emotional intelligence (Daly et al., 2014). Submitting reflections encourages students to analyze their performance, recognize areas for improvement, and develop strategies for future practice, instilling lifelong learning habits.

In conclusion, the structured six-step virtual clinical simulation workflow outlined in the assignment fosters an integrative approach to nursing education. By progressively building knowledge, skills, and reflective capacity within a simulated environment, students are better prepared to face complex clinical situations confidently and competently. Incorporating preparatory activities, formative assessments, thorough documentation, and reflective exercises creates a comprehensive framework that supports the development of competent, safe, and compassionate nursing practitioners.

References

  • Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Prentice-Hall.
  • Cant, R., & Cooper, S. J. (2014). Simulation-based learning in nurse education: Systematic review. Journal of Advanced Nursing, 70(1), 3–19.
  • Daly, W. M., Kotecki, J., & Edens, L. (2014). Reflective practice: Developing critical thinking in nurses. Nursing Education Perspectives, 35(4), 243–246.
  • Finkelman, A., & Kenner, C. (2016). Professional nursing concepts: Competencies for a changing healthcare environment. Jones & Bartlett Learning.
  • Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
  • Lunde, M. B., & Myers, S. (2018). Use of simulation and mastery learning in nursing education. Journal of Nursing Education, 57(7), 406–413.
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

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