Abstract:

Introduction: The pandemic brought out the best in many clinical instructors as long remote days were challenging to all in the pediatric nursing clinical rotation. Assisting student nurses to master clinical judgment with no patients or families present takes great imagination and teaching expertise. Purpose: The purpose of this project show that Assessment Technology Institute (ATI) scores, and knowledge can improve by engaging clinical student nurses in active learning in the use of virtual simulation facilitated by the instructor. Engaging students with creative simulations through discussions, problem solving, case studies, role play and virtual patient care is challenging for clinical instructors.

Method: Virtual simulation software was initially donated as a pandemic trial project. Interestingly, the software was not well received by some clinical faculty as it has a learning curve for the facilitator. In process with comfort and good feedback were several established situation background assessment recommendation (SBAR) creations. The faculty who embraced the new simulations and case studies utilized stimulating pre quizzes, preparation discussions, and group projects, to prepare for the short thirty-minute actual simulation scenario. Then the debriefing with post quizzing and SBAR was the peak for the learning. Various games with theory related review questions post each patient simulation were well received.

Results: Surveys of student perception on the most stimulating activity for clinical learning drove the variety of teaching methods employed in remote clinical. Surfacing repeatedly was the use of virtual simulation. Surveys were administered midway and post clinical term. Student comments were positive and higher on the preparation/discussions, pre quizzes and debriefing more than the mere brief simulation. Scenarios most similar to actual patient care was rated highest. The ATI pediatric nursing scores and class exams were improved. Student comments on evaluations were very positive. Conclusion: Remote clinical and time without actual “hands-on” physical care can be challenging. Clinical instructors facilitating patent care situations and virtual simulations can be productive as involved facilitators. The pre and post activity discussions and engagement with instructor created patient care scenarios and the virtual simulations were evaluated the highest.

Learning Objectives:

1. Comprehend the importance of instructor engaged facilitation in use of virtual clinical simulation with student nurses learning actively.
2. Understand the process of guiding and stimulating active learning in undergraduate student nurses during virtual simulation.
3. Perceive the best practice for facilitating and implementing virtual simulation in clinical undergraduate nursing.