School of Community and Health Studies, Centennial College, P.O. Box 631 Station A, Toronto, ON, Canada, M1K 5E9.
Daphne Cockwell School of Nursing Ryerson University 350 Victoria St, Toronto, ON, Canada, M5B 2K3.
Nurse Educ Pract. 2021 Jan;50:102967. doi: 10.1016/j.nepr.2021.102967. Epub 2021 Jan 7.
In nursing education, virtual simulations are used to augment in-person simulation and prepare and supplement students for clinical placements. More recently, as a result of the COVID-19 pandemic, virtual simulations are being used to replace clinical hours. Many virtual simulations require the user to make decisions that affect the outcome of the simulated experience. In this article, we provide a historical account of the virtual gaming simulations that members of our team developed and the processes that led to successful uptake into curriculum. In addition, we share lessons learned from our experiences in terms of maximizing curricular uptake. We found engagement of the teaching team is essential when using VGS in a course. In addition, when using VGS, it is important to follow the process of prebrief, enactment, debrief and evaluation. Educators can build on and grow from our lessons learned so that the path to embedding virtual gaming simulation in curriculum becomes clear.
在护理教育中，虚拟模拟被用于增强现场模拟，并为学生的临床实习做准备和补充。最近，由于 COVID-19 大流行，虚拟模拟被用于替代临床实习时间。许多虚拟模拟要求用户做出影响模拟体验结果的决策。在本文中，我们提供了我们团队开发的虚拟游戏模拟的历史记录，以及导致这些模拟成功进入课程的过程。此外，我们还分享了在最大限度地提高课程参与度方面的经验教训。我们发现，在课程中使用 VGS 时，教学团队的参与至关重要。此外，在使用 VGS 时，遵循预简报、执行、反思和评估的过程非常重要。教育工作者可以借鉴我们的经验教训，从而明确将虚拟游戏模拟嵌入课程的路径。
