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Check out OADN Virtual Simulation Reviews!
At SimuMED, our goal is to enhance the learning experience for nursing students, instructors, and nursing schools. We have developed a line of products that are specifically designed to elevate the training of prospective health care professionals.
Our products also offer nursing students and nursing schools a more flexible learning approach in these difficult and uncertain times. Also, students can study more effectively from home since many students either work, have children at home, or help take care of family.
Recommended by Dr. Carol Durham for use in teaching skills online during a Sigma Theta Tau Webinar (Link below) on June 25, 2020. Reported that currently using this product to teach skills online. Quoted a cost of ~$120.00 per student and used grant dollars initially to fund the cost and now cost is covered in student lab fees at University of North Carolina.
Dr. Durham has long been a national leader in simulation, including serving as President of INACSL from 2013 -2015.
04/02/2020
Dear NMNEC Faculty,
WHAT: Key Components of NMNEC Computer-Based Clinical Simulation [CBCS] & Checklist
WHEN: With each Computer-Based Clinical Simulation Activity
Online computer-based simulation activities (commonly referred to as virtual simulation activities) are being used in place of face-to-face clinical or simulation activities while nursing programs are unable to have their students in clinical settings or simulation labs. Consistency in what is considered a computer-based simulation activity is needed in order to meet program objectives as well as board of nursing requirements and accreditation and simulation standards. The New Mexico Nursing Education Consortium (NMNEC) Leadership Council is recommending that certain key components be included in each computer-based clinical activity as well as the use of a checklist to document the needed information.
Attached are two documents:
1) NMNEC Computer Based Simulation.04.02.2020 - Includes the following:
a. Definition of Computer-Based (Clinical) Simulation [CBCS]
b. Overall Goals
c. Requirements
d. Model checklist
e. Course Objectives and Competencies for 2nd half Spring 2020 semester/term clinical courses as a quick reference while completing checklist
f. NMNEC Program/Level Objectives as quick reference while completing checklist
2) Computer-Based Clinical Simulation Checklist – fillable PDF version of model checklist for use by NMNEC faculty if not using own documentation with similar components.
Contact info for questions/feedback:
Mary Wright, MSN, RN, CNS, CNE
NMNEC Outreach Program Manager
MSC09 5350
1 University of New Mexico
Albuquerque NM 87131
505-350-9007 (cell)
mwright@salud.unm.edu
NMNEC Computer-Based Clinical Simulation.Key Components.updated 05.29.20.pdfFillable PDF Version of Checklist below
Fillable PDF Version of Checklist below
Computer-Based Clinical Simulation Checklist.pdfWORD Version of Checklist below
WORD Version of Checklist below
Computer-Based Clinical Simulation Checklist.docxAnother planning template that can be used to document a Computer-Based Clinical Simulation (CBCS) that was shared by Michelle Jewett from CNM at the New Mexico Center for Nursing Excellence 2020 Virtual Nurse Educator Conference on June 2 & 3, 2020.
Competency-Based Education.CBE.Planning Template.docxcxGlobal Nursing Education Virtual Simulation Consortium (GNEVSC)
Global Nursing Education Virtual Simulation Consortium (GNEVSC)
Clinical Hour Replacement in Face of COVID-19 Pandemic Webinar Recordings
Clinical Hour Replacement in Face of COVID-19 Pandemic Webinar Recordings
The Global Nursing Education Virtual Simulation Consortium in a webinar on Thursday, March19, 2020, shared cases for virtual simulation along with best-known practices for replacing clinical practicum hours in an online environment.
The group’s mutual goal is to share ideas, engage in conversation, answer questions, and highlight all virtual simulation products and methods to help administrators, faculty, and nursing students move quickly and effectively to an online environment.
CLICK HERE FOR WEBINAR VIDEO RECORDINGS
CLICK HERE FOR WEBINAR VIDEO RECORDINGS
Topics Covered:
Strategies for bringing clinical adjunct faculty into on-line clinical education
Clinical Education: securing meaningful clinical hours through virtual simulations
Strategies for using virtual simulation to teach soft skills - professionalism, communication, and empathy
Moving something to online does not equal simulation – simulation standards and how to make cases interactive including pre-briefing and debriefing
Presenters:
Pamela R. Jefferies, PhD, RN, FAAN, ANEF, FSSH - Dean and Professor, The George Washington University School of Nursing
Carol Fowler Durham, EdD, RN, ANEF, FAAN, FSSH - Professor & Director, EISLE, The University of North Carolina at Chapel Hill School of Nursing
Gerry Altmiller, EdD, APRN, ACNS-BC, ANEF, FAAN - Professor, The College of New Jersey, Director QSEN Institute Regional Center at TCNJ
Kathleen Polley-Payne, PhD, MSN, RN, PNP - Dean, School of Nursing & Assoc. Professor, Massachusetts College of Pharmacy and Health Sciences
16 Patient Stories that focus on healthcare safety with interdisciplinary team focus to promote team engagement. Use as a springboard for discussions related to patient safety. Currently there are 4 stories each in the following areas: Sepsis; Medication Errors; Healthcare Associated Infections (HAIs); and Care Teams
30-Minute-Weekly-V5-1.pptx
From National League for Nursing (NLN)
From National League for Nursing (NLN)
Free nursing education guide for best practices on integrating virtual simulations into your nursing program
Free nursing education guide for best practices on integrating virtual simulations into your nursing program
Health Learning Innovations is a source for Virtual Community Simulations (both Sentinel City and Sentinel Town)
Health Learning Innovations is a source for Virtual Community Simulations (both Sentinel City and Sentinel Town)
Sentinel City® Sentinel City Urban Community is an engaging and rewarding way to learn what community and population health nursing is all about. This virtual urban city allows students to practice critical thinking, observation and care planning at no risk. By including the completely immersive virtual nursing scenario assignment – Family Support Assessment, Home Assessment, Nursing Diagnosis and Final Care Plan – nurse educators can accelerate learning.​
Sentinel Town® Underserved, aging and sometimes poor, the people in rural regions present healthcare challenges distinctly different from what population health nurses experience in cities. Sentinel Town® is our virtual rural community specifically designed to help nursing students master assessment and intervention planning that makes an impact in rural communities.
Each trip into Sentinel Town rural community is a unique adventure. Faculty can choose from a variety of assignments to drive desired learning outcomes. Students have the opportunity to practice dealing with a health environment, without leaving home. Like all our products, Sentinel Town gives nurse educators a supplemental teaching tool for nursing education texts at pre-licensure (ADN and BSN), and post-licensure (RN-BSN) programs.
Thanks to Debra Serrino, UNM, for sharing this resource idea.
Evolving Resources for Clinical Replacement (not exhaustive list).
Evolving Resources for Clinical Replacement (not exhaustive list).
Educator responsible for selecting and vetting resources to meet objectives
Educator responsible for selecting and vetting resources to meet objectives
virtual-simulation-options_bethards.pdf
The California Simulation Alliance (CSA), a program of HealthImpact, is a virtual alliance to benefit all simulation users in the state of California and beyond. Healthcare professionals are utilizing simulation in hospitals and schools to improve patient care.The purpose of the CSA is to enhance and foster the development of simulation as a modality for transforming the education of healthcare professionals. An overarching framework has been established for the alliance, which includes a governance structure, regional collaboratives and committees.
Scenarios are developed by faculty at Kansas schools of nursing for use by nursing and allied health programs.
The scenario library is a free service intended to provide useful information for nursing programs in the State of Kansas. The Board does not warrant the accuracy of every item of information provided online and accepts no liability for damages of any kind resulting from reliance on this information.
Nursing Simulation Scenario Library from Montgomery College
Nursing Simulation Scenario Library from Montgomery College
Sample scenario from the Montgomery College Nursing Simulation Scenario Library
end-of-life-simulation-guide.pdfCase-based Training
Case-based Training
Medical professionals learn faster and retain more when information is communicated in case-based realistic simulations.
All cases are evidenced-based and developed in conjunction with subject matter experts and peer reviewed
All cases employ highly interactive, decision-oriented challenges
Cases incorporate “Virtual Experts” for contextualized learning and formative feedback
Cases cover a significant majority of conditions, disease states and situations
Engagement is maintained through the use of a wide variety of multi-media and advanced adult learning techniques
Free Online Coronavirus Virtual Patient Cases - Updated 4/9/2020
Free Online Coronavirus Virtual Patient Cases - Updated 4/9/2020
CaseNetwork believes it is our role and responsibility as a healthcare education company to provide a free COVID-19 cases (simulated patient encounters) to ensure all healthcare providers are properly prepared to care for patients during this pandemic.
The cases will help providers and trainees recognize and manage patients with COVID-19 while establishing the greatest protection and safety for themselves. The case will follow CDC, WHO and major society guidelines and will be updated at least weekly to ensure they include the most current recommendations.
Case 1: 68-year-old with worsening respiratory illness of 6-days duration. CLICK HERE
Case 2: 29-year-old at 39 weeks gestation presents to the ED with fever, myalgia, and productive cough. CLICK HERE
We believe this dynamic educational resource will be very useful during these uncertain and rapidly evolving times.
Case Study Rubrics from Keith RN that could be a model for a Computer-Based Simulation Student Evaluation Tool
Case Study Rubrics from Keith RN that could be a model for a Computer-Based Simulation Student Evaluation Tool
1. START_HERE- Guidelines_to_Use_Rubric.pdf2. Case_Study_RUBRIC_Clinical_Judgment.pdf3. Case_Study_SCORING_WORKSHEET.doc
https://de.ryerson.ca/games/nursing/hospital/index.html
https://de.ryerson.ca/games/nursing/hospital/index.html
https://de.ryerson.ca/games/nursing/hospital/map.html
https://de.ryerson.ca/games/nursing/hospital/map.html
Disaster Management Virtual Simulation
Disaster Management Virtual Simulation
Includes: The Role of a Nurse in a Disaster Event
Includes: The Role of a Nurse in a Disaster Event
The role of the community health nurse in a disaster is related to each section of the disaster management process. The community health nurse strives to promote community resilience, and helps to prevent the possibility of illness and injury during disaster events.
The role of the community health nurse in a disaster is related to each section of the disaster management process. The community health nurse strives to promote community resilience, and helps to prevent the possibility of illness and injury during disaster events.
After viewing and participating in this disaster management virtual simulation, the student/individual will be able to:
After viewing and participating in this disaster management virtual simulation, the student/individual will be able to:
1. Identify and apply the principles of disaster management.
1. Identify and apply the principles of disaster management.
2. Describe the role and the major goals of the health care providers (nursing and paramedicine), in a disaster management setting.
2. Describe the role and the major goals of the health care providers (nursing and paramedicine), in a disaster management setting.
3. Identify the psychosocial challenges and management for the individuals and healthcare providers involved in disasters.
3. Identify the psychosocial challenges and management for the individuals and healthcare providers involved in disasters.
4. Discuss the International Council of Nurses (ICN) Framework of Disaster Nursing Competencies.
4. Discuss the International Council of Nurses (ICN) Framework of Disaster Nursing Competencies.
5. Identify the barriers and facilitators to participating in intra and interprofessional practice environments.
5. Identify the barriers and facilitators to participating in intra and interprofessional practice environments.
6. Evaluate the concept of role clarification of health care providers in the context of disaster management.
6. Evaluate the concept of role clarification of health care providers in the context of disaster management.
7. Analyze the process of team functioning in relation to disaster management.
7. Analyze the process of team functioning in relation to disaster management.
8. Realize disaster management strategies as they relate to vulnerable populations.
8. Realize disaster management strategies as they relate to vulnerable populations.
Virtual Simulations in Online Nursing Education - Align with Quality Matters.pdfVirtual_Simulation_in_Nursing_Education__A.9.pdf
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