Lessons From Implementing Virtual Simulations: A Multi-Program Evaluation

Abstract

BackgroundThe use of virtual simulation increased significantly during the recent pandemic. This required a rapid shift for many nursing programs, and also provided the opportunity to evaluate a common virtual simulation experience. MethodThis mixed methods study included three different nursing programs from a Western Canadian province. Each program was delivered in either French or English, and did not have a shared curriculum. The Simulation Effectivenes Tool-Modified (SET-M) was used, with n = 88 students responding. Open-ended qualitative responses, and qualitative responses from a faculty debriefing session were analyzed and included in the results. ResultsPrebriefing and debriefing were ranked as being most important in conducting virtual simulation. Sequencing of simulation activities needs to be considered, as does the need for synchronous debriefing. ConclusionThis study highlights the importance of the facilitators’ role in virtual simulation, specifically prebriefing, preparation, and debriefing, and that simulation effectiveness is not based on specific virtual simulation products.