STUDENT
CLINICAL REPLACEMENT PACKET
Student Resources
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vSim CLINICAL REPLACEMENT PACKET for STUDENTS
STUDENT INSTRUCTIONS FOR VIRTUAL CLINICAL REPLACEMENT
This activity packet is intended to be used with your assigned virtual patient found in vSim. The Six Step learn flow in vSim is to be followed as instructed below. Once you have completed the Six Steps, in additon to this Clinical Replacement Activity Packet, submit for grading as instructed in your syllabus.
LEARN FLOW – STEP ONE
Finish the Suggested Readings, then complete the following four activities: o Clinical Worksheet o Plan of Care Concept Map o Pharm4Fun Worksheet (one per medication) o ISBAR Worksheet
EST. TIME: 4 – 6 HOURS
LEARN FLOW – STEP TWO
Take the Pre-Simulation Quiz o Student may take several times using the answer key to provide immediate
remediation prior to the virtual simulation. Quiz is recorded as complete.
LEARN FLOW – STEP THREE
Launch the virtual simulation o Suggest student complete the vSim Tutorial prior to launching Step Three. o Each clinical experience in the simulation lasts a maximum of 30 minutes. o Student is to complete the simulation as many times as it takes to meet an 80% benchmark.
LEARN FLOW – STEP FOUR
Complete the Post-Quiz o The answer key is not visible to the student until after they have submitted the quiz. o The quiz grade is recorded as a percentage
LEARN FLOW – STEP FIVE
Document o The student documents the clinical events that occurred during the simulation
using the information contained in step five. o If using DocuCare, the instructor assigns the same vSim patient which can be
found in DocuCare cases.
LEARN FLOW – STEP SIX
Reflection Questions o Students are to complete the reflection questions and submit to instructor post
clinical replacement (see syllabus for details). o The quiz grade is recorded as a percentage
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STUDENT LEARNING OUTCOMES
ASSIGNMENT
This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care presented in your assigned vSim.
At the end of this ac�vity, student will be able to:
1. Describe pathological events associated with the pa�ent’s disease process or condi�on.
2. Create a plan of care and priori�zed nursing interven�ons based on pa�ent care needs.
3. Iden�fy an�cipated diagnos�c and physical assessment findings related to the iden�fied condition or disease process.
1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS).
2. Review the informa�on contained in the pa�ent informa�on.
3. Review the smart sense links associated with Nursing Care, Diagnos�cs, and Pharmacology found in the suggested reading area.
4. Create the following “concept map”. List the pathophysiology associated with the pa�ent’s disease process or condi�on, the an�cipated physical assessment findings, vital signs, diagnos�cs, specific nursing interven�ons, and other pa�ent informa�on associated with the pa�ent situa�on.
5. U�lize the smart sense links throughout the vSim to complete the worksheet.
6. Submit your concept map for review.
CONCEPT MAP/ PLAN OF CARE EST. TIME: 30 MINUTES
DESCRIBE DISEASE PROCESS AFFECTING PATIENT (INCLUDE PATHOPHYSIOLOGY OF DISEASE PROCESS)
CONCEPT MAP WORKSHEET
DIAGNOSTIC TESTS (REASON FOR TEST AND RESULTS)
PATIENT INFORMATION ANTICIPATED PHYSICAL FINDINGS
ANTICIPATED NURSING INTERVENTIONS
IS AR EST TIME MIN
This SBAR ac�vity assists you in building the skill of communica�ng per�nent informa�on when caring for a pa�ent. Appropriate ac�ons you should do to complete this ac�vity include finding appropriate data to provide a thorough SBAR report.
STUDENT LEARNING OUTCOMES
At the end of this ac�vity, student will be able to: 1. Iden�fy per�nent data from the pa�ent informa�on area of the vSim suggested reading sec�on. 2. Communicate per�nent informa�on for a pa�ent using ISBAR.
ASSIGNMENT
1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS).
2. Review the informa�on contained in the pa�ent informa�on area of the suggested reading sec�on. 3. Review the smart sense links found within the Nursing Care, Diagnos�cs and Pharmacology areas of the
suggested reading. 4. Navigate and fill out the data in the following document using the pa�ent informa�on provided in the
suggested reading area. 5. Submit for review.
INTRODUCTION
vSim ISBAR ACTIVITY
Your name, posi�on (RN), unit you are working on
SITUATION
Pa�ent’s name, age, specific reason for visit
BACKGROUND
Pa�ent’s primary diagnosis, date of admission, current orders for pa�ent
ASSESSMENT
Current per�nent assessment data using head to toe approach, per�nent diagnos�cs, vital signs
RECOMMENDATION
Any orders or recommenda�ons you may have for this pa�ent
STUDENT WORKSHEET
PHARM-4-FUN EST. TIME: 30 MIN (PER MEDICATION)
This ac�vity provides you with the opportunity to create per�nent pa�ent educa�on on the pharmacological agents associated with the vSim ac�vity. You will u�lize this worksheet for each drug listed under the pharmacology are of the suggested reading sec�on.
STUDENT LEARNING OUTCOMES
At the end of this ac�vity, student will be able to:
1. Explain purpose for taking the iden�fied pharmacological agents. 2. Discuss per�nent pa�ent educa�on related to all the listed pharmacological agent.
ASSIGNMENT
1. Log into thePoint and launch the assigned vSim, following all instruc�ons posted on your learning management system (LMS).
2. Review the informa�on contained in the pa�ent informa�on. 3. Review the smart sense links associated with the Pharmacological agents found in the suggested
reading area. 4. Use the smart sense link to complete the following “pa�ent educa�on” worksheet for each
pharmacological agent listed in the Pharmacology are of the suggested reading sec�on. 5. Submit for review.
PATIENT EDUCATION WORKSHEET
NAME OF MEDICATION, CLASSIFICATION, AND INCLUDE PROTOTYPE
MEDICATION:
CLASSIFICATION:
PROTOTYPE:
SAFE DOSE OR DOSE RANGE, SAFE ROUTE
PURPOSE FOR TAKING THIS MEDICATION
PATIENT EDUCATION WHILE TAKING THIS MEDICATION
STUDENT LEARNING OUTCOMES
ASSIGNMENT
This activity creates an opportunity for you to prepare for a virtual clinical experience. This activity provides you with the opportunity to manage patient care, prioritize interventions, and identify aspects of care that could be delegated.
At the end of this ac�vity, student will be able to:
1. Describe pathological events associated with the patient’s disease process or condition.
2. Create a plan of care that is prioritized and is based on the patient’s care needs.
3. Identifies path to healing or health and path to death or injury.
4. Describes aspects of care that can be delegated and appropriate personnel to complete delegated tasks.
1. Log into thePoint and launch the assigned vSim, following all instructions posted on your learning management system (LMS).
2. Review the information contained in the patient information.
3. Review the smart sense links associated with the Nursing Care, Diagnostics, and Pharmacology, found in the suggested reading area.
4. Complete all areas of the attached clinical worksheet.
5. Submit the completed worksheet.
CLINICAL WORKSHEET
vSim Worksheets Grading Rubric
Criteria 5 Points 4 Points 3 Points 2 Points 1 point Total Points
Content Knowledge
-Follows all requirements for the assignment. -Conveys well-rounded knowledge of the topic. -Content well organized, logical. -Easy to read and understand throughout all of worksheet.
-Follows all requirements for the assignment. -Major points of topic are mostly covered in the required assignment areas. -Content organized, logical flow. -Easy to read and understand through most of worksheet.
-Knowledge of topic is par�ally covered. -Key informa�on is missing from 2 or more assignment areas. -Worksheet difficult to follow in two or more areas. -Informa�on is incomplete in two or more areas.
– Knowledge of topic is general in more than three areas of the worksheet. – 1 or more areas of worksheet le� blank. -Content unorganized throughout worksheet. -Difficult to understand content of paper.
-Knowledge of topic is general throughout en�re worksheet, and/or does not cover all the required assignment areas. -Two or more areas le� blank on worksheet. -Unable to follow flow of worksheet.
Cri�cal Thinking
-Concisely explains each content area. -Analyzes informa�on, connects data points to provide accurate, concise informa�on. -Scholarly work.
-Explains each content area. -Presents informa�on about the topic. -Some analysis, insight present, some data points threaded together. -Scholarly work. -Major aspects of the
content areas are presented, but content lacks insight and analysis. -Few data points connected to provide informa�on.
-Few aspects of the content areas presented. Few insights presented, lacking analysis. -Data points not connected to informa�on provided. -Li�le understanding gained from informa�on presented.
-Informa�on is basic. -No aspects of the content present in the worksheet. -Lacks insight, analysis, and conclusions. -No understanding from the content presented.
Wri�ng Composi�on (Spelling, Grammar, Sentence Structure)
-An occasional spelling error present. -Grammar, readability, and sentence structure is error free.
-Some minor errors (1-3 errors) with spelling, grammar and/or sentence structure, not consistent throughout worksheet. -Errors do not interfere with the readability or comprehension of informa�on.
-Frequent errors (4-5 errors) with spelling, grammar and/or sentence structure. -Errors effect ability to comprehend informa�on present on worksheet and readability.
-Numerous errors (5-6 errors) with spelling, grammar and/or sentence structure throughout worksheet. -Difficult to understand informa�on presented due to numerous errors.
-Excessive errors (>6 errors) occur with spelling, grammar and/or sentence structure, throughout worksheet. -Unable to understand informa�on presented in the worksheet.
Total Points:_________
Clinical Worksheet Date: ________________________ Student Name: _____________________________ Assigned vSim: ___________________________
Initials:
Age:
M/F:
Code Status:
Diagnosis:
Length of Stay:
Allergies:
HCP:
Consults:
Isolation:
Fall Risk:
Transfer:
IV Type: Location:
Fluid/Rate:
Critical Labs: Other Services:
Consults Needed:
Why is your patient in the hospital (Answer in your own words and include the History of present Illness):
Health History/Comorbities (that relate to this hospitalization):
Shift Goals/ Patient Education Needs: 1.
2.
3.
4.
Path to Discharge:
Path to Death or Injury:
Clinical Worksheet Alerts: What are you on alert for with this patient? (Signs & Symptoms)
1.
2.
3.
What Assessments will focus on for this patient? (How will I identify the above signs &Symptoms?)
1.
2.
3.
List Complications may occur related to dx, procedure, comorbidities:
1.
2.
3.
What nursing or medical interventions may prevent the above Alert or complications?
1.
2.
3.
4.
Management of Care: What needs to be done for this Patient Today?
1.
2.
3.
4.
5.
6.
Priorities for Managing the Patient’s Care Today
1.
2.
3.
4.
What aspects of the patient care can be Delegated and who can do it?
Purpose: This rubric analyzes the components of the electronic health record that students would utilize when
documenting the care of a patient during a simulated event.
Components: Each criterion contains performance criteria to demonstrate the critical thinking and clinical reasoning
utilized during a simulated patient care encounter. The performance criteria describe the traits that are linked to a level of
performance. There are four levels of performance as well as a “not applicable” column. The levels of performance
indicate the degree to which the student documented the events of the simulated patient care situation.
Using the Rubric:
• Students: Prior to the simulation experience, the students can use the rubric to prepare for the documentation
requirements associated with a simulated experience. The emphasis on thorough, systematic documentation of the
nursing care provided during the simulation will facilitate clinical reasoning and critical thinking development. The
student can utilize the rubric to perform a self-assessment of their documentation of the simulated events prior to
submitting their DocuCare assignment. The rubric provides transparency related to the expectations for
documentation and the grading of the student’s submitted work.
• Faculty: The simulation documentation is only graded in whole numbers. The minimum accepted score is an 80%.
The student will need to resubmit the simulation documentation if the total percentage is less than 80%. The
student receives one attempt to remediate and edit their documentation.
Grading Rubric for DocuCare Entry: vSim
Rubric for Grading vSim Clinical Worksheet
5 3 1 0 Patient Information:
Demographics, Diagnosis, Allergies, Provider, Consults, Isolation, Fall Risk, Intravenous Therapy, Critical Labs, Services and Needed Consults
All documented areas 100% complete and provide thorough information.
Three listed areas completed OR documented areas 75% complete.
Less than three listed areas completed OR documented areas less than 50% completed.
Patient information area blank.
Medical History:
Why patient is in the hospital, History of present Illness, Past Medical/Surgical History, Comorbidity Factors
100% of HPI, Past Medical/Surgical History and Comorbidity Factors completed with thorough, relevant information.
75% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information relevant to scenario.
50% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information basic and lacks relevancy.
25% of HPI, Past Medical/Surgical History and Comorbidity Factors completed. Information not relevant, or content areas left blank,
Patient Education/Goals:
Shift Goals, Patient Education Needs
Thorough and detailed patient education. Patient shift. goals are SMART, relevant, and detailed goals. 100% of worksheet area is complete.
Provides patient education but lacks thoroughness or details. Patient shift goals missing 1-2 components of SMART goals. 75% of information needed for worksheet area present.
Patient education lacks thoroughness and details. Patient shift goals missing 3 – 4 components of SMART goals. 50% of the information needed for worksheet area present.
Missing patient education and/or patient shift goals. Patient shift goals lack all components of SMART goals. 25% of the information needed for worksheet area present.
Disease Progression:
Pathway to Death or Injury Pathway to Health
Pathway to death and health is identified with detail. Information is concise, relevant, accurate and portraits appropriate timeframe for occurrence. 100% of the information needed for worksheet present.
Pathway to death and health is identified. Information is relevant and accurate. Missing timeframe for occurrence. 75% of information needed for worksheet area present.
Missing over 50% of needed information for worksheet area present. Pathway to death and health identified but content either not relevant or accurate for situation present in scenario.
Pathway to death and health contains information not relevant or accurate to the scenario or section left blank.
AACIP:
Alerts, Assessments, Complications, Interventions and Prevention
Alerts, Assessments, Complications and Interventions/Preventions identified thoroughly. Answers relevant to scenario. 100% of the information needed is present.
Alerts, Assessments, Complications and Interventions/Preventions identified. Most answers relevant to scenario. 75% of the information needed for worksheet area present.
Missing 2 – 3 areas on worksheet. Answers not relevant to scenario. 50% of the information needed is present.
Missing 4 or more areas on worksheet. Answers not relevant to scenario. 25% of the information needed for worksheet area is present.
Nursing Care Plan:
Management of Care, Priorities for Patient Care, Delegation
Management of Care relevant to case scenario and detailed. Priorities for scenario identified. Identifies all aspects of care that can be delegated and identifies appropriate personnel to delegate activities to. Answers detailed, Critical thinking evident.
Management of Care, Priorities or delegation sections relevant to scenario. Answers generic to situation. Some evidence of critical thinking present.
Missing relevant data in one or more categories (management of care, prioritization, delegation). Answers basic without detail. Little to no evidence of critical thinking present.
Information provided not relevant to scenario. Answers are basic without detail. No evidence of critical thinking. Missing answers in one or more area.
