VGS in Pediatric Emergency
What’s new?
Welcome to “Caring Off Duty,” the second virtual gaming simulation (VGS) from the Envision-project.
The partners of the Envision team refer to this online simulation as the second generation.
“Hello, you must be Flo!” was our first European step into online simulation. We have learned many lessons and developed new digital tools that are being integrated in “Caring Off Duty”: the alternatives in the branching options can be randomized, there is the possibility to score the right or wrong answers and to get a final score …. When the game is integrated into a learning management system, individual reports with feedback are an option.
Learning outcomes
“Caring Off Duty” promotes the application of knowledge and skills related to initial care of the polytraumatised child. The following learning objectives are addressed in this simulation:
- Accurately applying PAT/ABCDEF concepts in the event of a paediatric emergency.
- Making effective use of the SBAR protocol in professional communication.
- Apply communication and leadership skills in an emergency.
- Create an individual care plan using a communication method adapted to the patient/family.
- Dealing with the emotions of the injured person’s family members.
The intended audience is baccalaureate nursing students, however many of the learning objectives are also relevant to other healthcare disciplines. The user will need a basic knowledge of pediatric emergency care (Pediatric Assessment Triangle, ABCDEF, Glasgow Coma Scale, SBAR).
Prebriefing
Prebriefing is an information or orientation session given by the facilitator to prepare learners for the virtual gaming simulations experience prior to enactment. Prebriefing contributes to a safe learning environment so that learners feel comfortable making decisions, initiating actions and sharing their experiences. When learners will be playing the virtual gaming simulation individually, the prebriefing should occur as soon as the virtual simulation has been assigned.
The prebriefing of “Caring Off Duty!” provides teachers and learners with information about learning outcomes, online environment, and technology requirements. The ground rules of simulation are explained; fiction contract, confidentiality and safety. The case report is the last step to prepare the enactment or simulation scenario.
To contribute to a safe learning environment, we advise facilitators to be clear to their learners if this simulation experience will be graded are not. If marks are given for participation, explain how they will be awarded and whether a rating rubric will be used (Verkuyl et al., 2022).
Detailed information to use in the prebriefing for distant/remote, blended and in-person use is included in our VGS “Caring Off Duty!”.
Enactment
Enactment is the term used for playing the scenario of the virtual gaming simulation. The scenario of “Caring off duty!” begins with a movie clip in which the learner, in the role of Sara Smith – a paediatric nurse – is walking down the road, heading home after a long shift.
How the simulation proceeds, depends on the decisions made. “Caring Off Duty!” consists of a total of 11 decision points. At each decision point, the participant chooses the best action to take.
- If the best choice is made, information is given why this is considered the best choice in this situation. The game continues with a next video that builds to the next decision point.
- If the wrong or not the best answer has been chosen, written feedback and/or a short video clip will invite to rethink about the chosen answer. The user can choose another option to progress in the enactment.
- There is an option to use a scoring system. Users get a score for the first choice at each numbered decision point. At the end, a total score is calculated. Facilitators need to be clear in advance if this simulation experience will be graded or not.
Debriefing
Debriefing is considered an essential part in all types of simulation. During the debriefing, learners respond to the client scenario, think critically about their performance, and identify gaps in knowledge so that they can plan for future learning to apply concepts as professionals in real-life clinical situations.
On this website we offer a self-debriefing tool based on the 3D-debriefing model. The questions can be used in in-person teaching as well.
Evaluation
Educators regularly evaluate their teaching and learning activities and virtual simulation should be no exception.
Evaluation questions may include:
- Did the students learn?
- What actions or activities contributed to the learning?
- Was my facilitation technique or strategy effective?
- What could I have done better?
An important principle of evaluation is not to try to answer all questions in one evaluation. It is a good idea to clarify the scope of the assessment at the initial planning stage. A useful way to start is to develop a list of questions that the teaching team would most like to see answered and that can be answered. An example of the Caring Off Duty assessment as used at the Rovira i Virgili University of Tarragona is attached in the user guide.
How to use?
There are different ways in which all phases of this VGS can be used in an educational context: remote, classroom or blended teaching. These modalities have different advantages and disadvantages. To make the best choice we refer to our “how to use” guide in the section “guides” on our website.
Reference:
Verkuyl, M., Goldsworthy, S., & Atack, L. (2022, February 28). Using Virtual Gaming Simulation: An Educator’s Guide. OER Pressbooks. Retrieved February 21, 2023, from https://ecampusontario.pressbooks.pub/vgsguide/
