Patient Introduction

Skyler Hansen is an 18-year-old male diagnosed with type 1 diabetes 6 months ago. He was brought to the Emergency Department by his friends. The friends report that he started acting “weird” while they were playing basketball. He has not eaten anything for 5 hours. Skyler told them that he felt lightheaded and was going to lie down on the cement. They became nervous and decided to bring him in to the Emergency Department. The patient is drowsy, wakes with stimulus, has slurred speech, is diaphoretic, and is acting irrationally.

Diagnostics

Fasting plasma glucose level test Fasting plasma glucose level test

Glycosylated hemoglobin test Glycosylated hemoglobin test

Pharmacology

Dextrose 50% Dextrose 50%

Glucagon Glucagon
STUDENT

CLINICAL REPLACEMENT PACKET

Student Resources

2

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

2

1

3

4

5

6

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…