2 Prebrief for Facilitators
It is important for you, as the facilitator, to complete a pre-brief with learners prior to commencing the virtual gaming simulation (VGS). An effective prebrief prepares the learners for the educational content in the VGS. An effective pre-brief ensures common understanding of the expectations pertaining to VGS. Review the prebrief below and adapt the content to your learners needs. If learners are completing the VGS on their own, just provide them with the link to the VGS from this OER or use the H5P embed link to insert it in your learning management system.
Prebrief for Facilitators
| Item | Information |
| Prework | Provide learners with readings related to homecare assessments, caregiver stress, communication with clients who are hearing impaired. In addition, provide learners with instructions on how to conduct medication reconciliation, a clock drawing assessment and a timed get up and go test. To enhance learning outcomes, it is important that the learner has a strong knowledge base related to the following disease processes: diabetes, dyslipidemia, seasonal allergies (pollen, ragweed), hypothyroidism, myocardial infarction. |
| Learning Objectives | Review the learning objectives with learners and clearly articulate how they are related to the course objectives or program objectives. |
| Orientation | Take some time to provide the learners with an orientation to the etextbook VGS: Transitions in Care. In addition, provide direction to where the VGS: Transitions in Care: Homecare is in the etextbook and how to play it. |
| Expectations (process for whole experience) | Provide learners with expectations related to when and where the VGS is to be completed. For instance, remind students not to start the VGS unless they have suitable time to complete it. It typically takes between 30-60 to finish the VGS individually. When playing in a group setting (i.e. classroom), expect it to take longer, between 60-120 minutes. Remind students that they will simulate the role of the healthcare professional. |
| Enactment of the virtual simulation | There are multiple ways in which the VGS can be played: i) individually by each student at their own time and pace; ii) in pair with another students so they can make decisions together; iii) facilitated by an instructor with a small group or with a large group. |
| Groups | If doing the VGS as a group, the experience takes longer. Consider using an audience response tool to poll responses and encourage participation. There are two debriefing options: conduct the debrief at the end of the simulation or integrate the debrief throughout the experiences. If debrief is integrated into the discussion as you move along the VGS, the final debrief can focus on the playing process, for example, teamwork, making decisions, resolving conflicts and working through unsettled feelings related to the experience. |
| Grading | Be clear with students if the experience is graded or not. If it is graded be clear about the expectations. The grade could be a participation grade, or a marked grade based on the outcome of their VGS decisions. |
| Technology | The VGS is enabled by H5P. The experience can be inputted in many different learning management systems for easy access and for analytics on students plays. A strong bandwidth is required to play. If videos load slowly, the bandwidth needs to be stronger. |
| Confidentiality | There are two types of confidentiality statements, one if playing the VGS in a group format and the other if students’ play it on their own.
Group During the virtual simulations, we ask you to be non-judgmental, to be open to learning from others in your group, and from the simulation. It is important to remember that what happens in the discussion stays within the group. By maintaining confidentiality related to the virtual gaming simulation experience including other learners’ choices/comments, you help to create a psychologically safe learning environment and an effective experience for all learners. Does everyone agree to maintain confidentiality related to the class discussion? (Ask for permission to record any part of the virtual simulations if you plan on recording it). Individual During the virtual gaming simulation, we ask you to maintain confidentiality related to the virtual gaming simulation experience and your choices. By maintaining confidentiality, other students who have not played the VGS, can do so without any preconceived expectations or knowledge of the content allowing for a positive learning experience. Does everyone agree to maintain confidentiality of the virtual gaming simulation? |
| Confidentiality waiver | To reinforce and maintain confidentiality, ask learners to sign a confidentiality waiver or simply provide verbal consent to maintain confidential the VGS and any related discussions. |
| Fiction Contract | A fiction contract is used to encourage students to play the VGS as if was a real clinical experience. You might say the following:During the following virtual gaming simulation, you will interact with different actors within the homecare environment. Virtual simulation fosters active engagement in a relatively safe environment. The VGS are designed to be as real as possible. We do recognize that this scenario is not real but based on a potential homecare visit. We ask you to engage in the simulation as the healthcare professionals and with the patient as if they were real. This approach will give you the best possible active learning opportunity. |
| Psychological Safety | The virtual gaming simulation is designed for mature learners who are healthcare workers. Advise students that if they have any unsettled feelings before, during, or after the virtual gaming simulation, they should talk with their educator or contact counseling services at their institution. |
| Timelines (including length of simulation) | If the VGS is done individually should take about 30 to 60 minutes. Then students are expected to participate in a debrief. Provide timelines for completion of the VGS, especially if completed individually. |
| EDI | We recognize that many educational materials can reflect problematic dominant discourses like colonialism, ableism, and heteronormativity (among others). We continue to adopt a just and inclusive framework that reflects the diversity of the clinical world in which we live. This VGS considers social identities related to women caregivers and aging. |
| Debriefing expectations | Provide instructions related to the type and format of debrief. Include students’ expectations for the debrief. |
