Script Development

At this point, you are on your way to making your first virtual gaming simulation! You have brainstormed creative ideas for your case scenario and outlined the events using decision point questions to help guide and test the student’s decision-making and critical thinking skills.

A virtual gaming simulation is an experiential learning and teaching strategy that involves students to learn by reflecting on their actions as they make their decisions while moving forward throughout the unfolding storyline of the virtual simulation. When developing the decision point questions, you want to create a realistic environment that facilitates the students’ clinical judgement skills and active learning.

Now it is time to focus on the details of the narrative for the script development of your virtual simulation. You want to begin to develop the characters in the case scenario using the storyline in the script. The characters should be relatable to your students. The more relatable the storyline is, the more engaged and connected the students will feel throughout the experiential learning process. For example, creating characters similar to clients the students may encounter in clinical practice, including healthcare providers that they will work alongside during practice.

You can collaborate with students during the script development phase in various ways. For example:

• You can survey or conduct focus groups with students about their clinical placement experience and identify potential gaps. This information can help to initiate the case scenario.
• You can also ask the students to be part of the scripting process by inviting them to the writing meetings.
• You can have the students review the script after the first draft to assess for realism and authenticity to their experience. This can be done individually or in a focus group or during a live reading of the script.

Beginning the Script Outline

To begin the script, you need to reflect on your case scenario outline.

• Who are the main characters (e.g., client, family member, care partner, healthcare provider, staff)?
• Who are the other characters in the scenario? What is their role?
• Where does the case scenario take place (e.g., environment, location)?

If the virtual gaming simulation is video-based or has video components, think about:

• How many actors will you need and the characteristics of the actors?
• Where will you film the scenes? What equipment do you need?
• Actors and filming will be discussed further in Chapter 3 and Chapter 4.

If your virtual simulation is content-based, think about:

• How will you describe your main characters to make them tangible for the reader?
• What images, illustrations, or audio clips can you use to support the character descriptions and development?
• How will you facilitate the student’s engagement with the characters and environment?
• What game design elements will you incorporate throughout the virtual simulation?
• Game design elements will be discussed further in the following pages.

Insights from the Student Team

Asking Questions: The Power of Curiosity

As students, sometimes it is intimidating to speak up, let alone ask questions. Our inner voice of doubt might tell us, “I’m going to look silly if I say the wrong thing.”

It is normal to second-guess yourself during the script development process and feel self-conscious.

During our brainstorming process, we were able to ask questions and share our ideas. We could give our opinions and listen to each other. It was a unique experience because we could share our perspectives in a safe and inclusive space. Everyone had the opportunity to share and ask questions, and everyone’s input was used when making decisions. Without everyone’s contributions, we would not have been able to create such a unique and comprehensive script.

Maybe Shakespeare was wrong about the cat after all…