| Andragogy |
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Ensure that nursing students have regular faculty and peer support throughout the VS learning process.
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Allow reflection on past clinical or personal experiences both individually and with peers and faculty.
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| Bloom's Revised Taxonomy |
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Ensure that not only the cognitive and psychomotor domain is embedded in the VS environment, but the affective domain as well.
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Affective domain is best addressed in debriefing sessions with faculty and peers.
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Outline clear objectives for the VS that contribute toward achieving learning outcomes (INACSL Standards Committee, 2016)
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| Debriefing |
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Synchronous debriefing must occur on a regular basis in group settings, to replicate a traditional post conference experience.
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Clinical faculty and preceptors from the clinical setting can facilitate debriefing.
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The simulated experience and debriefing should be evaluated regularly (i.e., the Simulation Effectiveness Tool-Modified) (Leighton et al., 2015).
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| Learning styles |
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Assess the nursing students' preferred learning styles.
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Evaluate and individualize nursing students' preferred learning style in the VS experiences.
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Provide options for different nursing roles within scenarios and selecting between synchronous and asynchronous simulation scenarios (Fountain & Alfred, 2009).
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Provide alternative navigation designs for students to obtain either abstract or specific information needed either before or after the scenario.
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Provide information in the VS scenario in different formats, such as audio, visual or written information (Choi et al., 2008).
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| Scaffolding |
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Include clinical and academic faculty in the VS environment.
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Each VS must build on previous experiences.
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Allow opportunities to discuss VS experiences with nurses in care settings to minimize the gap between VS and clinical practice.
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During synchronous debriefing sessions, constructive feedback can be provided to the group as well as individually.
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Concept mapping can be encouraged to link concepts from different scenarios and real world clinical experiences. The concept map can then be discussed during synchronous debriefing sessions (INACSL Standards Committee, 2016; Sanders & Welk, 2005).
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