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STUDENT

CLINICAL
REPLACEMENT
PACKET

Student Resources
vSim CLINICAL REPLACEMENT PACKET for STUDENTS EST. TIME: 4 - 6 HOURS

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 1


 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

LEARN FLOW - STEP TWO 2

 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 3

 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 4

 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 5

 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 6

 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

2
CONCEPT MAP/ PLAN OF CARE EST. TIME: 30 MINUTES
This ac�vity creates an opportunity for you to organize the nursing care required for the pa�ent care
presented in your assigned vSim.

STUDENT LEARNING OUTCOMES


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.

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 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 WORKSHEET

DESCRIBE DISEASE PROCESS AFFECTING PATIENT


(INCLUDE PATHOPHYSIOLOGY OF DISEASE PROCESS)

DIAGNOSTIC TESTS PATIENT INFORMATION ANTICIPATED PHYSICAL


(REASON FOR TEST AND RESULTS) 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.
vSim ISBAR ACTIVITY STUDENT WORKSHEET

INTRODUCTION

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
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 WO RKSHEET
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


CLINICAL WORKSHEET
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.

STUDENT LEARNING OUTCOMES


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.

ASSIGNMENT

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.


vSim Worksheets Grading Rubric

Criteria 5 Points 4 Points 3 Points 2 Points 1 point Total Points

Content -Follows all requirements for -Follows all requirements -Knowledge of topic is - Knowledge of topic is -Knowledge of topic is
Knowledge the assignment. for the assignment. par�ally covered. general in more than general throughout
-Conveys well-rounded -Major points of topic are -Key informa�on is missing three areas of the en�re worksheet,
knowledge of the topic. mostly covered in the from 2 or more assignment worksheet. and/or does not cover
-Content well organized, required assignment areas. areas. - 1 or more areas of all the required
logical. -Content organized, logical -Worksheet difficult to follow worksheet le� blank. assignment areas.
-Easy to read and understand flow. in two or more areas. -Content unorganized -Two or more areas le�
throughout all of worksheet. -Easy to read and -Informa�on is incomplete in throughout worksheet. blank on worksheet.
understand through most two or more areas. -Difficult to understand -Unable to follow flow of
of worksheet. content of paper. worksheet.
Cri�cal -Concisely explains each -Explains each content -Few aspects of the -Informa�on is basic.
Thinking content area. area. content areas presented. -No aspects of the
-Analyzes informa�on, -Presents informa�on Few insights presented, content present in the
connects data points to about the topic. lacking analysis. worksheet.
provide accurate, concise -Some analysis, insight -Data points not -Lacks insight, analysis,
informa�on. present, some data points connected to informa�on and conclusions.
-Scholarly work. threaded together. provided. -No understanding from
-Scholarly work. -Li�le understanding the content presented.
-Major aspects of the
gained from informa�on
content areas are presented,
presented.
but content lacks insight and
analysis.
Wri�ng -An occasional spelling error -Some minor errors (1-3 -Frequent errors (4-5 errors) -Numerous errors (5-6 -Excessive errors (>6
Composi�on present. errors) with spelling, with spelling, grammar errors) -Few data points connected
with spelling, errors) occur with
-Grammar, readability, and grammar and/or sentence and/or sentence structure. grammar to and/or
provide informa�on.
spelling, grammar
(Spelling,
Grammar, sentence structure is error structure, not consistent -Errors effect ability to sentence structure and/or sentence
free. throughout worksheet. comprehend informa�on throughout worksheet. structure, throughout
Sentence
-Errors do not interfere present on worksheet and -Difficult to understand worksheet.
Structure) with the readability or readability. informa�on presented -Unable to understand
comprehension of due to numerous errors. informa�on presented in
informa�on. the worksheet.

Total Points:_________
Clinical Worksheet
Date: ________________________ Student Name: _____________________________ Assigned vSim: ___________________________
Initials: Diagnosis: HCP: Isolation: IV Type: Critical Labs: Other Services:
Location:
Age:
Fall Risk:
M/F: Length of Stay: Consults: Fluid/Rate: Consults Needed:

Code Status: Transfer:


Allergies:

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) Management of Care: What needs to be done for this Patient Today?

1. 1.

2. 2.

3. 3.

4.
What Assessments will focus on for this patient?
(How will I identify the above signs &Symptoms?) 5.

1. 6.

2. Priorities for Managing the Patient’s Care Today


1.
3.
2.

3.
List Complications may occur related to dx, procedure, comorbidities:
4.
1.

2.
What aspects of the patient care can be Delegated and who can do it?
3.

What nursing or medical interventions may prevent the above Alert or complications?

1.

2.

3.

4.
Grading Rubric for DocuCare Entry: vSim

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.
Rubric for Grading vSim Clinical Worksheet
5 3 1 0
Patient Information: All documented areas 100% complete and Three listed areas completed OR Less than three listed areas completed Patient information area blank.
provide thorough information. documented areas 75% complete. OR documented areas less than 50%
Demographics, Diagnosis, completed.
Allergies, Provider, Consults,
Isolation, Fall Risk, Intravenous
Therapy, Critical Labs, Services
and Needed Consults

Medical History: 100% of HPI, Past Medical/Surgical 75% of HPI, Past Medical/Surgical History 50% of HPI, Past Medical/Surgical 25% of HPI, Past Medical/Surgical
History and Comorbidity Factors and Comorbidity Factors completed. History and Comorbidity Factors History and Comorbidity Factors
Why patient is in the hospital, completed with thorough, relevant Information relevant to scenario. completed. Information basic and lacks completed. Information not
History of present Illness, Past information. relevancy. relevant, or content areas left blank,
Medical/Surgical History,
Comorbidity Factors

Patient Education/Goals: Thorough and detailed patient education. Provides patient education but lacks Patient education lacks thoroughness Missing patient education and/or
Patient shift. goals are SMART, relevant, thoroughness or details. Patient shift and details. Patient shift goals missing 3 patient shift goals. Patient shift
Shift Goals, Patient Education and detailed goals. 100% of worksheet goals missing 1-2 components of SMART – 4 components of SMART goals. 50% goals lack all components of
Needs area is complete. goals. 75% of information needed for of the information needed for worksheet SMART goals. 25% of the
worksheet area present. area present. information needed for worksheet
area present.
Disease Progression: Pathway to death and health is identified Pathway to death and health is identified. Missing over 50% of needed information Pathway to death and health
with detail. Information is concise, relevant, Information is relevant and accurate. for worksheet area present. Pathway to contains information not relevant or
Pathway to Death or Injury accurate and portraits appropriate Missing timeframe for occurrence. 75% of death and health identified but content accurate to the scenario or section
Pathway to Health timeframe for occurrence. 100% of the information needed for worksheet area either not relevant or accurate for left blank.
information needed for worksheet present. present. situation present in scenario.

AACIP: Alerts, Assessments, Complications and Alerts, Assessments, Complications and Missing 2 – 3 areas on worksheet. Missing 4 or more areas on
Interventions/Preventions identified Interventions/Preventions identified. Most Answers not relevant to scenario. 50% worksheet. Answers not relevant to
Alerts, Assessments, thoroughly. Answers relevant to scenario. answers relevant to scenario. 75% of the of the information needed is present. scenario. 25% of the information
Complications, Interventions 100% of the information needed is present. information needed for worksheet area needed for worksheet area is
and Prevention present. present.

Nursing Care Plan: Management of Care relevant to case Management of Care, Priorities or Missing relevant data in one or more Information provided not relevant to
scenario and detailed. Priorities for delegation sections relevant to scenario. categories (management of care, scenario. Answers are basic
Management of Care, Priorities scenario identified. Identifies all aspects of Answers generic to situation. Some prioritization, delegation). Answers basic without detail. No evidence of
for Patient Care, Delegation care that can be delegated and identifies evidence of critical thinking present. without detail. Little to no evidence of critical thinking. Missing answers in
appropriate personnel to delegate activities critical thinking present. one or more area.
to. Answers detailed, Critical thinking
evident.

TOTAL POINTS

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