Case Scenario Format
As you build your virtual simulation case scenario, think about how you are going to showcase your scenario. Will you be filming all the decision point questions in the virtual gaming simulation or will you be using a combination of film, media, interactive questions (e.g., multiple choice, drag and drop, ordering according to priority)? You can determine which interactive game design elements to incorporate based on your learner level, the focus of the virtual simulation, and the gaming platform (e.g., H5P, Affinity Learning, Articulate). The various types of gaming platforms will be discussed in Chapter 5.
As you begin to build your case scenario, remember to incorporate equity, diversity, and inclusion (EDI) into your virtual simulation. Your institution may have a statement that you can follow, or you can incorporate Ontario Human Rights Commission definitions that were outlined in Chapter 1. Here is an example of the Centennial College Statement of Diversity that educators can infuse into their virtual simulation.
Here are some examples of how to incorporate EDI into your case scenario:
Equity
- Equity addresses the importance of creating a fair learning environment for all students to have open access to the virtual gaming simulation.
- Incorporate various UDL principles and teaching strategies by creating a mixture of interactive game design elements that integrate textual, visual, and auditory content when possible.
Diversity
- Diversity highlights the uniqueness and complexities of a person. Diversifying the virtual simulation situation and characters purposefully can help to challenge students’ personal biases and stereotypes about the “other,” as well as facilitate how to incorporate inclusive language and professional behaviours during clinical practice.
- One way to create diverse virtual gaming simulations is to build characters that have different diagnoses, physical characters, ability/disability, genders, ages, sexual orientations, ethnicities, cultural backgrounds (e.g., family, religion, socioeconomic, education, language, work, geographical), values, and beliefs.
- One of the virtual gaming simulation goals should include helping students learn how to build inclusive environments for the diverse clients/families/communities they will be working with and within.
Inclusive Education
- Incorporating UDL learning strategies can help foster students’ feelings of inclusion and engagement as active members within the learning process of their program. It is important that the content created is at the level of the learner to facilitate a safe learning environment.
- Using diverse stories, characters, images, and actors can also support the concept of inclusive education as it can assist students to see themselves within the role of their chosen profession.
Student Voices
“The virtual simulations were insightful and helpful in applying the foundational
nursing skills and assessments that were taught in first year. In my second year, I participated in four VGS [virtual gaming simulation] case scenarios that took place in different settings with unique care needs. The inclusivity of the actors used and the different situations allow the simulation to be realistic and help prepare students as they would encounter complex patients with a multitude of health problems in the clinical setting. The simulations provide an opportunity for students to practice their critical thinking and application of knowledge to their placement.”
~ Angelika Guanlao, 2nd year nursing student
Additional Resources
Helpful Tools to Get you Started!
Creating an outline of all of the decision point questions, options, and feedback can help you see the overall structure and flow of your virtual gaming simulation. This is a blank script template you can use, adapt, or revise as you begin to create your own outline. Or, you may already have a design tool that works best for you.
