Learning Objectives:

Upon completion of the micro webinar, the participant will be able to:

1. List the essential elements of the INACSL Standards of Best Practice: Simulation for virtual simulation.
2. Describe examples of operationalizing the INACSL Standards of Best Practice: Simulation for virtual simulation.

Learning Objectives:

1. Summarize the evidence associated with virtual simulation in nursing education
2. Consider policy implications related to substituting virtual simulation for clinical practice hours
3. Identify resources to assist nurse educators with the transition of providing clinical experiences virtually.

Learning Objectives:

1. Define clinical competence and screen-based simulation
2. Identify how screen-based simulation can facilitate the development of clinical competence
3. Discuss strategies for incorporating screen-based simulation into the nursing curriculum

Learning Objectives:

• Describe the type of economic evaluation used in healthcare and education
• Explain the steps required to complete a cost-utility analysis
• Calculate the cost-utility of a simulation-based educational activity

Learning Objectives:

• Describe the INACSL Standards of Best Practice: Simulation Operations.
• Enhance learner knowledge of the Standards of Best Practice: Simulation Operations
• Identify one practice are in which to integrate the Standard

Learning Objectives:

• Describe the goals and intended outcomes of the ACE.P project.
• Explore use of unfolding cases as a teaching strategy to enhance student knowledge of population health and social determinants of health.
• Outline a plan for thoughtful integration of the ACE.P unfolding cases into the curriculum.

Learning Objectives:

• Understand the development and assessment of virtual gaming simulations
• Increase their understanding of ways to use virtual gaming simulations to meet learning outcomes
• Experience playing up to five virtual gaming solutions

Learning Objectives:

• Determine the importance of providing a common language for clinical judgment development of undergraduate simulation experiences.
• Apply the Lasater Clinical Judgment Rubric in a progressive way throughout all levels of learning with simulation.
• Evaluate the potential consequences of scaffolding the LCJR with simulation.

Learning Objectives:

• Describe the how to reduce reliance on clinical sites by using simulation.
• Describe how to efficiently manage simulation faculty workload.
• Create a plan for simulation as clinical subsitution at your facility.

Learning Objectives:

• Name the titles and key elements of the INACSL Standards of Best Practice: Simulation℠
• Describe examples of operationalizing the INACSL Standards of Best Practice: Simulation℠
• Reflect if the INACSL Standards of Best Practice: Simulation℠ are correctly executed at their institutions.

Learning Objectives:

• Describe the similarities and differences in how communication is assessed through standardized patients in medical and advanced practice nursing education.
• Describe the characteristics of communication assessment rubrics, specifically, communication checklists and communication rating scales.
• Describe how communication assessment in medical education and advanced practice nursing reflect differences in their respective core competencies, practices, philosophies and focuses of care.

Learning Objectives:

• Define critical reflection, ongoing reflection, deliberate practice
• Describe the logistics of running simulated patient scenarios
• Discuss alternatives of simulation to use patient scenarios to improve skill acquisition
• Design skills check validation with intentional deliberate practice

Learning Objectives:

• Attendees will be able to describe the 4 types of experiences which immersive VR can and should be used to produce.
• Attendees will distinguish immersive VR from other forms of virtual learning mediums.
• Attendees will explain what unique effects immersive VR has upon learners