Embedded Files
Below you will find a collection of the VR scenario plans developed by WTCS faculty and the Open RN team. Each scenario plan is available under the Creative Commons CC BY 4.0 license, allowing free and open access for faculty to utilize, adapt, or modify them. Originally crafted for the Acadicus VR software platform, these scenario plans are versatile for various simulation learning experiences. Please note the images used below are a representation of the real-world scenarios the scenarios relate to and differ from what is presented within the Acadicus platform. When incorporating or customizing an Open RN VR Scenario Plan at your institution, please ensure to include an attribution statement in accordance with the CC BY licensing.
Students will provide nursing care for Miles Johnson, an 87-year-old resident of Shady Acres rehabilitation facility with a history of dementia, hypertension, atrial fibrillation, and chronic renal failure. He is undergoing daily physical therapy following hip fracture surgery and experiences worsening dementia symptoms in the evening. In this scenario, students will focus on performing assessments prior to safely administering cardiac medication, while also engaging in therapeutic communication with a patient who has dementia.
Learning Objectives:
Learning Objectives:
Obtain vital signs and interpret findings.
Administer cardiac medications safely.
Communicate therapeutically with a patient with dementia.
Students will provide nursing care for Miles Johnson, an 87-year-old resident at Shady Acres rehabilitation facility, who has a history of dementia, hypertension, atrial fibrillation, and chronic renal failure, and requires assistance with activities of daily living (ADLs). The scenario emphasizes identifying and resolving safety hazards in his room, in addition to practicing therapeutic communication with him. This exercise is designed to enhance the students' ability to maintain a safe care environment while adapting their communication skills to the needs of a patient with dementia.
Learning Objectives:
Learning Objectives:
Identify common safety hazards in a patient care environment.
Communicate therapeutically with clients regarding safety concerns.
Students will provide nursing care for Ella Peterson, a 7-year-old patient who underwent a tonsillectomy and is now under overnight observation due to difficulty swallowing fluids post-operatively. The students' primary focus will be to assess Ella for pain, manage her pain safely through interventions, and engage in therapeutic communication tailored to a pediatric patient, especially in the absence of her mother.
Learning Objectives:
Learning Objectives:
Interpret vital signs for a pediatric patient
Perform an appropriate pain assessment for a pediatric patient
Safely administer analgesics to a pediatric patient using accurate math calculations
Tailor therapeutic communication for a pediatric patient
Encourage non-pharmacological pain interventions
Students will provide nursing care for Hector Fernandez, a 62-year-old Hispanic male with chronic heart failure, recently admitted to a long-term care facility due to falls. The focus will be on assessing Hector's condition, particularly distinguishing between expected findings and signs indicating a change in his condition. Students must also administer cardiac medications safely and communicate effectively with Hector and healthcare providers, using therapeutic and SBAR communication techniques.
Learning Objectives:
Learning Objectives:
Assess a client with chronic heart failure and distinguish between expected findings and findings indicating a change in condition
Analyze lab work results
Safely administer cardiac medications
Communicate therapeutically
Communicate with the provider using SBAR format
Students will provide nursing care for Bjorn McClelland, a recent admittee to a Long Term Care facility with a history of chronic stable angina, hypertension, and heart failure. Upon preparing his morning medications, Bjorn complains of chest pressure. Students must conduct focused assessments, apply the nursing process, and use clinical judgment to address his chest pain and administer his medications safely and effectively.
Learning Objectives:
Learning Objectives:
Obtain and interpret vital signs
Perform a focused assessment for chest pain
Administer nitroglycerin safely and effectively
Apply the nursing process to a client experiencing chronic chest pain
Communicate therapeutically with a client experiencing chest pain
Students will provide nursing care for Nadine Lang, a 42-year-old patient with metastatic cancer in the inpatient hospice unit, who has chosen to return home for comfort care. She experiences uncontrolled nausea and has requested no more IVs or needlesticks. In this scenario, students are tasked with conducting focused assessments for a hospice client, placing a Macy catheter, administering medication through it, and educating both the patient and family about its use and care at home. Additionally, students will practice therapeutic communication with a patient at the end of life, possibly in the presence of a family member.
Learning Objectives:
Learning Objectives:
Perform appropriate focused assessments for a hospice client
Insert a Macy catheter and administer medication
Provide patient and family education regarding placement and use of the Macy catheter at home
Therapeutically communicate with a patient at the end of life.
In this flexible and adaptable VR simulation scenario, students will develop the clinical judgment required for the safe administration of medications across diverse patient populations. The scenario is designed for use in theory classrooms or simulation settings, where students can engage in active learning by observing and participating in a virtual environment. Students will select a simulated patient with a range of possible vital signs and physical assessment findings, as set up by the Acadicus Gen 2 Simulation Manager. The core task involves verifying prescribed medications, understanding associated lab values or diagnostic tests, and ensuring safe medication administration based on the patient's current clinical status. Post-assessment tasks may also be included to evaluate for side effects or therapeutic outcomes.
Learning Objectives:
Learning Objectives:
Apply components of the nursing process to the administration of medications
Safely administer medications to diverse client populations
Use appropriate communication techniques
Students will provide nursing care for Amanda Roy, a 36-year-old female undergoing alcohol withdrawal in a Medical-Surgical unit of a hospital. This scenario, designed for a third-semester nursing student, involves performing focused assessments, including CIWA-Ar, interpreting lab results, prioritizing provider orders, safely administering medications, and providing therapeutic communication. Students will also report vital information to the healthcare team and ensure a safe environment for a patient in withdrawal.
Learning Objectives:
Learning Objectives:
Accurately perform focused assessments including a CIWA-Ar
Interpret lab results
Prioritize provider orders
Safely administer medications
Communicate therapeutically with a patient experiencing an acute health care crisis
Report complete, accurate, and pertinent information to the health care team
Provide safe environment for patient who is withdrawing
Students will provide nursing care for Olivia Brooks, a 28-year-old female presenting to the hospital in active labor at 40 weeks and 1 day of gestation, currently 4 cm dilated. The scenario unfolds in three states, where students will provide routine intrapartum care, utilizing a simulated Electronic Health Record (EHR) for added realism. There is also an opportunity for role-play to simulate the presence of a partner, enhancing the family dynamics aspect of the scenario.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment for a client in active labor.
Provide patient-centered care by utilizing the nursing process for a client in active labor.
Relate the client’s health status to assessment findings, medications, laboratory and diagnostic results, and medical and nursing interventions.
Plan pain management during labor based on client preferences.
Plan assessments and interventions associated with epidural anesthesia.
Provide patient education during active labor to the client and her partner.
Communicate therapeutically.
Report complete, accurate, and pertinent information to the health care team.
Students will provide nursing care for Cecelia Roberts, a 22-year-old African-American woman, G1P0, at 33 weeks gestation, admitted to the maternity unit with symptoms indicative of potential pregnancy complications. The scenario involves Cecelia accompanied by her boyfriend, Jack, and mother, Sarah. Students are tasked with performing a focused antepartum assessment, applying the nursing process, and using clinical judgment to ensure safe and effective care while aiming to prevent complications.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment for an antepartum client.
Provide patient-centered care by utilizing the nursing process for an antepartum client.
Relate the client’s health status to assessment findings, medications, laboratory and diagnostic results, and medical and nursing interventions.
Administer magnesium sulfate safely and effectively.
Provide health teaching to the client, her partner, and family members.
Communicate therapeutically.
Report complete, accurate, and pertinent information to the health care team.
Students will provide intrapartum care for Anthony Thompson, a 30-year-old transgender male presenting in active labor at 39 weeks and 6 days of gestation. Anthony, who was assigned female at birth, identifies as male and prefers they/them pronouns. They conceived during a break in testosterone treatment due to financial constraints. The scenario involves careful monitoring and intervention due to variable decelerations in fetal heart rate, while respecting Anthony's desire for a natural labor and birth experience. Students will navigate through three stages of labor, with the aid of a simulated EHR and possible role-play to enhance learning.
Learning Objectives:
Learning Objectives:
Demonstrate effective communication skills in providing person-centered care to transgender individuals throughout the birthing process, acknowledging their unique experiences, identities, and preferences.
Apply knowledge of the physiological changes and considerations specific to transgender males during pregnancy and childbirth, including hormone therapy and surgical history, to provide appropriate and safe care.
Assess and address the psychological and emotional needs of transgender male individuals during labor and birth, creating a supportive and inclusive environment that promotes their dignity, autonomy, and comfort.
Demonstrate competency in the use of inclusive and gender-affirming language, avoiding misgendering and utilizing appropriate terminology to respect and validate the transgender male individual's identity and experiences.
Utilize culturally competent nursing interventions to address potential barriers and challenges faced by transgender male individuals during the birthing process, including addressing discrimination, stigma, and systemic inequalities.
Collaborate effectively with the interprofessional healthcare team, including obstetricians, midwives, and other healthcare providers, to ensure coordinated and comprehensive care for transgender male individuals during vaginal birth, taking into consideration their specific needs and preferences.
Identify and respond appropriately to potential complications or emergencies that may arise during labor and birth for transgender male individuals, implementing evidence-based practices and adapting care strategies as needed.
Reflect on personal biases, assumptions, and attitudes towards transgender individuals and their reproductive experiences, fostering a more inclusive and affirming healthcare practice.
Promote advocacy and empowerment for transgender individuals by providing information, resources, and support networks that address their unique healthcare needs during pregnancy, childbirth, and postpartum.
Evaluate the effectiveness of the simulation scenario and personal performance in providing gender-affirming and inclusive care to transgender male individuals during vaginal birth, identifying areas for improvement and further learning.
Students will provide nursing care for Millie, a 57-year-old female patient in the hospital, who reports symptoms of "heartburn," "indigestion," and "nausea" following her lunch. The student nurse, stepping in during the assigned nurse's lunch break, is tasked with performing a focused assessment to evaluate these symptoms, comparing the findings with current orders, and communicating any significant findings to the healthcare provider as necessary.
Learning Objectives:
Learning Objectives:
Accurately perform focused pain and cardiovascular assessments
Safely administer medications
Communicate therapeutically
Report complete, accurate, and pertinent information to the health care team
Students will provide care for Millie, a 57-year-old female who presents to the emergency department with symptoms of "heartburn," "indigestion," and "nausea," which she believes are caused by a sub sandwich she had for lunch. The students' responsibilities include performing a focused cardiovascular assessment, interpreting lab results, prioritizing provider orders, safely administering medications, and effectively communicating with a patient experiencing an acute healthcare crisis.
Learning Objectives:
Learning Objectives:
Administer cardiac related medications safely
Interpret cardiac-related lab results
Prioritize nursing care for a female patient with new onset chest pain
Communicate therapeutically with a patient experiencing an acute health care crisis
Report complete, accurate and pertinent information to the health care team
Students will provide care for Millie, a 57-year-old female who arrives at the emergency department presenting symptoms of "heartburn," "indigestion," and "nausea," which she attributes to food. The scenario includes performing a focused cardiovascular assessment, interpreting lab results, prioritizing provider orders, and implementing interventions following a STEMI (ST-Elevation Myocardial Infarction) protocol. This involves administering medications, managing IV therapy, and interpreting basic electrocardiogram patterns.
Learning Objectives:
Learning Objectives:
Accurately perform focused pain and cardiovascular assessments
Interpret lab results
Prioritize provider orders related to a STEMI protocol
Safely administer medications
Communicate therapeutically with a patient experiencing an acute health care crisis
Report complete, accurate, and pertinent information to the health care team
In this clinical scenario, students will provide care for Millie, a 57-year-old female presenting for a follow-up appointment related to the worsening of her asthma. She is currently in the "yellow zone" of her Asthma Action Plan, indicating a need for careful assessment and potential adjustment of her treatment. The students' focus will be on performing a focused respiratory assessment, obtaining both subjective and objective data, and analyzing her current respiratory status in accordance with the provided Asthma Severity protocol.
Learning Objectives:
Learning Objectives:
Accurately perform a focused respiratory assessment
Recognize and report deviation from norms
Communicate therapeutically
In this clinical scenario, students will provide care for Millie, a 57-year-old female with worsening asthma, currently in the "yellow zone" of her Asthma Action Plan. The students are tasked with conducting a comprehensive subjective and objective respiratory assessment, analyzing her respiratory status in line with her Asthma Action Plan and Asthma Severity protocol, reporting any abnormal findings, educating the patient on the administration of respiratory medications, and accurately documenting all findings.
Learning Objectives:
Learning Objectives:
Accurately perform a focused respiratory assessment
Recognize and respond to deviation from norms
Provide patient education regarding how to administer respiratory medications
Communicate therapeutically
Report complete, accurate, and pertinent information to the health care team
In this scenario, students will be tasked with the care of Millie, a 57-year-old female admitted to the hospital for observation following a fall at home. The primary focus for the students will be to conduct and document a comprehensive head-to-toe physical examination as part of Millie's routine daily assessment. This thorough evaluation is crucial in identifying any potential injuries or complications resulting from the fall.
Learning Objectives:
Learning Objectives:
Accurately perform a comprehensive physical exam.
Communicate professionally.
Recognize and report deviations from norms.
Accurately document physical examination findings.
In this scenario, students will provide postpartum care for Starr Darling, a 34-year-old female who delivered a healthy baby vaginally after a 24-hour labor and 2.5 hours of pushing. Starr has questions about breastfeeding, and students are tasked with implementing routine postpartum orders, conducting comprehensive assessments, and providing patient-centered care, including education on postpartum and newborn topics.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment
Perform proficient comprehensive assessments
Provide patient centered care by utilizing the nursing process
Relate patients’ health status to assessment findings, medications, laboratory and diagnostic test results, medical and nursing interventions
Provide patient education regarding postpartum and newborn topics
Model effective communication strategies for clients based on clients’ age, developmental level, disability and/or culture and team characteristics.
In this scenario, students will provide postpartum care for Carmen Garza-Valdez, a 32-year-old female who was admitted to the hospital following a motor vehicle accident that resulted in a left arm radial fracture and a primary cesarean section due to placental abruption. Her newborn was diagnosed with hypoxic ischemic encephalopathy and admitted to the NICU. Carmen has signaled for assistance with questions about her incision. Students are to implement postpartum orders and communicate effectively with Carmen, addressing her concerns. This scenario includes the use of a simulated EHR and offers an optional challenge of communicating with a patient who only speaks Spanish.
Learning Objectives:
Learning Objectives:
1.Maintain a safe, effective health care environment
2.Perform proficient comprehensive assessments
3. Provide patient centered care by utilizing the nursing process
4. Relate patients’ health status to assessment findings, medications, laboratory and diagnostic test results, medical and nursing interventions
5. Provide patient education regarding postpartum and newborn topics
6. Model effective communication strategies for clients based on clients’ age, developmental level, disability and/or culture and team characteristics.
In this scenario, students will provide care for Phoebe James, a 38-year-old Caucasian female with a recent history of left total knee arthroplasty. She presents to the emergency department with her husband, experiencing difficulty breathing and left knee pain. This complex situation requires a comprehensive and patient-centered approach, addressing both her respiratory distress and pain management in an acute care setting.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment.
Provide patient-centered care by utilizing the nursing process.
Assess a client with pain who is experiencing respiratory distress in an acute care setting, distinguishing between expected findings and findings indicating a complication.
Incorporate factors that affect health equity into the plan of care for patients with pain.
Perform a thorough head to toe examination of the client with a focused assessment on the respiratory and musculoskeletal systems.
Analyze lab work results.
Educate the patient and caregivers about narcotic therapy and complementary and integrative therapies for pain management.
Use clinical judgment to plan evidence based nursing care to promote comfort and prevent complications in patients with pain.
Safely administer medications
Communicate therapeutically.
Communicate with the provider using ISBAR format.
In this simulation scenario, students will provide emergent obstetrical care for Carmen Garza-Valdez, a 32-year-old female who is 36 weeks and 3 days pregnant, presenting to the hospital following a motor vehicle accident. She has suffered blunt force trauma and has severe abdominal pain and a left arm radial fracture. The scenario unfolds in three states, each presenting different challenges and requiring immediate and skilled nursing interventions. The use of a simulated EHR and the role-playing of the patient's sister add to the complexity and realism of the scenario. An interpreter may also be utilized, highlighting the importance of effective communication in a diverse patient care setting.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment for a client in an emergent obstetrical situation.
Provide patient-centered care by utilizing the nursing process for a client undergoing an obstetrical emergency.
Relate the client’s health status to assessment findings, medications, laboratory and diagnostic results, and medical and nursing interventions.
Recognize the signs and symptoms of placental abruption.
Plan support of maternal fetal circulation during a placental abruption.
Plan assessments and interventions associated with surgical intervention for a client experiencing a placental abruption.
Provide patient education to the client and her partner/family.
Communicate therapeutically.
Report complete, accurate, and pertinent information to the health care team.
In this scenario, students will provide intrapartum care for Tessa Campbell, a 17-year-old female presenting to the hospital in active labor at 38 weeks and 6 days of gestation. Tessa's pregnancy was discovered late, at 36 weeks and 1 day, adding complexity to her emotional state and the care required. She is 5 cm dilated and experienced spontaneous rupture of membranes at home. The scenario progresses through three states, with the potential involvement of Tessa's mother or the fetus's adoptive family to add depth to the family dynamics. Students will need to provide comprehensive care while addressing Tessa's unique emotional and physical needs during labor and delivery.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment for a client in active labor.
Provide patient-centered care by utilizing the nursing process for a client in active labor.
Relate the client’s health status to assessment findings, medications, laboratory and diagnostic results, and medical and nursing interventions.
Plan pain management during labor based on client preferences.
Plan assessments and interventions associated with epidural anesthesia or intravenous analgesia.
Provide patient education during active labor to the client and her support team.
Communicate therapeutically.
Report complete, accurate, and pertinent information to the health care team.
In this scenario, students will provide care for Maya Garza, a 19-year-old female presenting to the hospital with urinary symptoms and accompanied by her uncle. The scenario evolves through three states, starting with Maya's reluctance to undergo testing, the discovery of a positive but non-viable pregnancy, and finally, discussing treatment options for the fetal demise. This complex case also involves the suspicion of Maya being a victim of human trafficking, adding layers of ethical, psychological, and social considerations to her care. The presence of her uncle and the potential use of a simulated EHR add to the scenario's realism.
Learning Objectives:
Learning Objectives:
Maintain a safe, effective health care environment for a client experiencing fetal loss compounded by being a victim of human trafficking.
Relate the client’s health status to assessment findings, medications, laboratory and diagnostic results, and medical and nursing interventions.
Provide patient education to the client and her family members.
Communicate therapeutically.
Report complete, accurate, and pertinent information to the health care team.
Recognize indicators of Human Trafficking, potential signs and red flags that may suggest a patient is a victim of human trafficking, such as physical injuries, identifying tattoos, behavioral changes, or inconsistencies in their personal information.
Conduct a Trauma-Informed Assessment, recognizing that victims of human trafficking may have complex physical and psychological needs.
Establish trust and build rapport with patients like Maya who may be reluctant or fearful of disclosing their situation due to trust issues with healthcare providers.
Collaborate with social workers, law enforcement, and other relevant agencies to ensure the safety and well-being of the patient, while respecting their autonomy.
In this scenario, students will provide care for Hector Fernandez, a 62-year-old Hispanic male recently admitted to a long-term care facility due to falls at home and with a history of chronic heart failure. Hector has been diagnosed with new onset diabetes mellitus and has been mostly bedridden since his admission. Students are tasked with conducting a comprehensive assessment of Hector, addressing his new diagnosis, and providing therapeutic communication focused on his concerns.
Learning Objectives:
Learning Objectives:
Assess a client with chronic heart failure and new onset diabetes mellitus, distinguishing between expected findings and findings indicating a change in condition.
Assess for complications of immobility.
Analyze lab work results
Educate the patient about diabetes management, including medication administration, blood glucose monitoring, diet modifications and foot care.
Safely administer medications.
Safely carry out treatment plans as ordered.
Communicate therapeutically.
Communicate with the provider using SBAR format.
In this scenario, students will provide hospice care for Hector Fernandez, a 62-year-old Hispanic male with a history of chronic heart failure, new onset diabetes mellitus, an infected pressure ulcer, and recent Influenza A infection. Now in end-stage heart failure, Hector is in the actively dying phase of hospice care. Students will focus on conducting comprehensive assessments, managing symptoms, providing comfort care, and utilizing therapeutic communication with Hector and his family member at the bedside.
Learning Objectives:
Learning Objectives:
Assess a hospice patient with advanced chronic conditions in the long-term care setting, differentiating between expected end-of life changes and those indicative of acute exacerbations.
Conduct a comprehensive head-to-toe assessment of a hospice patient, considering the unique needs and comfort measures required in end-of-life care.
Provide health teaching to clients and their family members on the progression of chronic conditions, symptom management at end of life, and the goal of comfort in the end-of-life stage.
Demonstrate safe and compassionate medication administration techniques tailored to the needs of a hospice patient in the long-term setting.
Perform necessary comfort-oriented treatments, focusing on symptom relief and enhancing the patient’s quality of life in the end-of-life stage.
Utilize therapeutic communication techniques that are sensitive to the emotional psychological needs of the patient and their family during the end-of-life journey.
Effectively communicate with the healthcare provider using the ISBAR format in the context of hospice care, ensuring clear and efficient exchange of critical information for decision-making and care planning.
These Open Educational Resources were developed under a $2.5 million dollar grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
Images used on this webpage were generated using Midjourney and are in the public domain.
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