Case Scenario
At this point, you have chosen the course that will host the virtual gaming simulation. You have also outlined the overall purpose statement, learning outcomes that reflect the course, and the specific learning objectives the students need to achieve to successfully complete the virtual simulation. In addition, you have started brainstorming the case scenario. The next step is to build upon your ideas for the case scenario, by formulating decision point questions from the learning objectives to create the outline of the game.
When creating your case scenario, reflect on the course requirements of your students. Identify any gaps or concerns within the course that have been voiced by your students, colleagues, clinical instructors, and clinical placement supervisors. Are there any common clinical experiences or challenges that your students encounter related to their knowledge and skills of the course content? The virtual gaming simulation can help to address these gaps and strengthen your students’ knowledge and skill performance.
After brainstorming potential case scenarios, identify key concepts that you want the case scenario to address. These key concepts should align with the course learning outcomes. Understanding the needs of your students and gaps in the course content will help you to create decision point questions, options, and feedback throughout the virtual gaming simulation.
Student Voices
“The VGS [virtual gaming simulation] is a perfect way to unify and strengthen your learning. It brings everything to life by testing your knowledge on priority setting and course content in plausible scenarios. You are challenged by being put on the spot to make decisions that mirror situations in clinical practice, and as such, build on our therapeutic communication and nursing skills.”
~ Yusha Chowdhury, 1st year nursing student
Sample Case Scenario
Here is the case scenario the team initiated after our brainstorming session:
Virtual Gaming Simulation (VGS) Model
You are Jamie O’Neil, a registered nurse (RN) working on a medical unit.
Today you will be caring for Benjamin Diaz, a 53-year-old client (pronouns: he/they) who was admitted yesterday morning at 0800 for acute exacerbation of chronic obstructive pulmonary disease (COPD). The client was experiencing increased coughing with pain, sputum production, wheezing, shortness of breath, and nausea for the last 48 hours prior to going to the emergency department. The client was admitted and transferred to the medical unit at 2000hrs last night.
The client has a history of smoking (he/they quit cigarettes and smoking marijuana 6 months ago), type 2 diabetes, hypertension, congestive heart failure, and anxiety. The client has seasonal allergies and has gained 9 kg/20 lbs over the past year.
The client is a primary school teacher and lives in Toronto with his partner. Currently, they are renovating their home and are “living through the construction mess.” The client stated he is eating out more and his diet has changed due to the kitchen renovations.
This is the client’s third day on the unit. The client’s vital signs are: respiration rate 20 breaths per minute, oxygen saturation 90% on room air, temperature 37.9 degrees Celsius (oral), heart rate 100 beats per minute, blood pressure 138/84 mmHg, body mass index 26.4. Monitor vital signs every 4 hours and PRN. There is an intravenous (IV) saline/cannula lock in the client’s left hand.
You start your shift by reviewing the client’s medication administration record (MAR), lab results, and received report from the RN coming off shift.
