December 31, 2024 • 42 mins
Unlock the future of nursing education with cutting-edge virtual reality simulations from UbiSim, hailed as Time's Best Invention of 2024. Join us as we sit down with the pioneering team of Christine Vogel, Debbie Loop, and Marissa Kloss, who bring a wealth of experience from cardiac, trauma-critical, and pediatric care to the table. Together, they reveal how their innovative VR platform is redefining the skills acquisition landscape for both novice nursing students and seasoned practitioners, offering a safe and immersive environment to master complex healthcare scenarios.
Imagine a world where nursing skills are honed through realistic, multi-sensory experiences complete with haptic feedback, allowing learners to practice and perfect their techniques in a risk-free setting. UbiSim’s platform tackles traditional educational hurdles like limited resources and simulation time, enabling participants to receive immediate feedback and engage in standardized scenarios that foster clinical judgment, empathy, and effective communication. Christine, Debbie, and Marissa emphasize the platform’s versatility, accommodating both group and individual learning with comprehensive debriefing sessions.
Looking ahead to 2025, Christine shares insights into the evolving landscape of nursing simulations, underscoring the importance of inclusive and diverse scenarios that build cultural humility and patient-centered care. From the technological sophistication of the MetaQuest 3 to the integration of psychomotor skills, the future of nursing education is bright. Our guests encourage educators to embrace these advancements, listen to learners, and step beyond traditional boundaries, ensuring that nursing students are thoroughly prepared for the challenges of modern healthcare.
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Disclaimer/ Interact Soluti (00:00):
The views and opinions expressed in
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This episode of the Sim Cafe isbrought to you by Interact
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(00:27):
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Interact Solution is an idealcomplement to your existing
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Contact Interact Solution today.
(00:48):
Welcome to the Sim Cafe, apodcast produced by the team at
Innovative Sim Solutions, editedby Shelly Houser.
Join our host, Deb Tauber andco-host Jerrod Jeffries as they
sit down with subject matterexperts from across the globe to
(01:09):
reimagine clinical educationand the use of simulation.
So pour yourself a cup ofrelaxation, sit back, tune in
and learn something new from TheSim Cafe.
Deb Tauber (01:31):
Welcome to another episode of The Sim Cafe, and
today Jerrod and I are here withthe nurse educator team at
UBSim.
Some of you might know UBSimfrom its recent recognition as
Time's Best Invention of 2024,which is very exciting, and
we'll hear all about that.
But let's first meet the team.
So welcome, a, and thanks forbeing on today.
(01:57):
And Christine, why don't youstart out and tell our guests
about yourself.
Chrstine Vogel (01:59):
Sure, thanks for having us.
My name is Christine Vogel andI've been a nurse for about 25
years, with most of myexperience rooted in cardiac
care, intensive care, surgicalcare kind of the full gamut, as
nurses do.
And for a few years I balanceddual roles as a practicing
clinician and as a clinicalinstructor, and that's when I
(02:21):
discovered my passion fornursing education and finally
made the jump to a full-timeeducator teaching BSN students.
And in 2016, I was approachedby my university's
administration with a veryexciting challenge to develop a
simulation lab and curriculumfor our nursing program from
scratch.
(02:41):
So when I started, it juststarted from one mannequin and
it grew quickly intofull-fledged simulation with
dozens of scenarios acrossdifferent modalities.
And then, like many of us,during COVID, I had the chance
to think outside the box andexplore virtual learning
opportunities for students,which really sparked my interest
(03:03):
for innovative teaching methods.
So, fast forward.
In 2021, I joined UBSIM, divingheadfirst into the world of
virtual reality nursingsimulations, and that was new
for me.
But I was really immediatelydrawn to how VR really opened up
incredible opportunities forclinical judgment and solving
(03:25):
some of the challenges that Ireally faced as a simulation
coordinator, like lack of space,lack of faculty resources,
equipment and time.
So now I am the lead nurseeducator and I lead our nursing
team that designs peer reviewsand pilots evidence-based
scenarios for nurse learnerspeer reviews and pilots
(03:47):
evidence-based scenarios fornurse learners and we
collaborate with a reallyfascinating team of artists, ux
designers that's user experiencedesigners also quality
assurance experts and engineersto really enhance VR features
and create tools that aremeaningful and align with
nursing curricula.
So we really get the privilegeto help shape the future of
nursing education and I get todo that with my two partners
(04:09):
here, Marissa and Debbie.
Deb Tauber (04:12):
Thank you.
Debbie Loop (04:13):
So I'm Debbie Loop and before I get into my
introduction, I would just liketo say, as UBC nurse educators,
we love what we do and we'revery passionate about virtual
reality simulations.
So thank you for giving us theopportunity to be here today to
discuss virtual simulation andUBSIM.
(04:35):
So I began my nursing career 40years ago with a specialty in
trauma-critical care.
With a specialty intrauma-critical care, over the
years, my clinical experienceshave included acute and
emergency care, long-term care,home health and even
correctional health.
I'm a graduate of a three-yeardiploma program.
(04:58):
I received my master's throughUniversity of Virginia and my
doctor of nursing practice fromPost University of Virginia and
my doctor of nursing practicefrom Post University.
It was my personal educationaljourney that drew me to a career
in nursing education.
So, as a certified nurseeducator and a certified
healthcare simulation educator,I'm bringing to UBSIM about 38
(05:21):
years of experience as ateaching professor.
My passion in nursing educationhas centered around the
integration of educationaltechnology.
So as an early adopter, I wasinstrumental in integrating
learning management systems,handheld technology systems,
(05:42):
handheld technology,e-portfolios, online education
and simulation.
So for the last 16 years I'veheld the position of simulation
educator and coordinator.
I was instrumental inintegrating both formative and
summative simulations for twoundergraduate baccalaureate
(06:03):
nursing programs, and myinterest in technology has
allowed me to expand mysimulation experiences to
include high fidelity simulators, wearable technology and now
virtual reality.
So as technology advanced, sohas my technological curiosity.
(06:23):
So I started dabbling withvirtual reality around 2018,
which led to the completion of asuccessful undergraduate VR
pilot study in 2021.
As I continued to use virtualreality, my love deepened, and
so I decided to make the leapfrom academia to the world of
(06:47):
virtual reality when I joinedthe UBSIM team in May of 2024.
Now, as a UBSIM nurse educator,I'm combining my love for
nursing, education andtechnology on a daily basis.
So the question is what morecould I really ask for?
Marissa Kloss (07:09):
Right, we like that, thank you, and my name is
Marissa Kloss.
I'm also part of the nurseeducator team at UBSIM and my
intro will be short and sweetbecause I do not have as much
experience as Christy and Debbie.
They're wonderful, they havegreat experience to bring.
However, my background actuallystarted in pediatrics, so I
(07:31):
immediately went into apediatric nursing role in a
hospital setting when Igraduated.
I've been a nurse for 12 years,so that is my passion started
with, you know, kids, caring forkids, and on that unit that I
worked on, I had a role, alongwith the other nurses, of
educating families and childrenthat were newly diagnosed with
(07:55):
type 1 diabetes, and so that isactually where I started to
realize I enjoyed educationworking with these patients and
families.
I enjoyed education workingwith these patients and families
, and so I kind of transitionedinto a clinical instructor
position while I was stillworking in the pediatric
hospital and I was able to workfor a variety of different
(08:15):
institutions as a clinicalinstructor in their pediatric
programs and their nursingprograms, and I also found I
really enjoyed that working withstudents and just seeing those
moments when they have theselight bulb moments go off and
you really realize that you wereable to show them something new
and they're getting it, andthat was just really exciting
for me.
(08:36):
And in that role I was able tobe exposed to simulation, so
that was my first exposure to itas a clinical instructor.
We would take our groupsthrough pediatric simulations
with mannequins, and so that wasmy first exposure.
I really enjoyed that.
I loved debriefing with themand really getting their
thoughts and emotions on whatwas going on during that
(08:57):
simulation, and I just saw thatit was a great learning
opportunity for these studentsand so that was where my passion
for simulation started.
And then I actuallyaccidentally stumbled across the
UBSIM position when it cameopen.
So I've been with UBSIM sincethe end of 2021.
(09:17):
So it's been three years andit's been a great three years.
I've really enjoyed, as Debbiesaid, integrating education with
simulation and scenario design.
I really enjoy all of thoseaspects of this role that I have
now.
Deb Tauber (09:32):
Thank you.
So it looks like we've got aheavy focus on nurses here.
We've got between the four ofus Jared, you're not a nurse
We've got over 100 years ofexperience.
We should be able to have someinteresting conversations here
about nursing and nursingeducation and history.
(09:54):
So, Marissa, what is UbiSIM?
Marissa Kloss (09:58):
for those who might not know, yeah, so we have
been around since 2017 is whenthe company started and we've
had a really great opportunityto serve so many nurses and
programs and again we appreciatethe editors at Time as well for
that recognition recently.
But UBSIM is an immersivevirtual reality simulation
(10:20):
platform that does focus onnursing education and, in
general, VR is a little newer ofa simulation modality, but at
this point there have been manyadopters to this evidence-based
learning experience and so it'snot as novel as it was maybe
five years ago.
But we do still recognize thatit can feel a little
(10:40):
overwhelming for programs andnurse educators and faculty to
implement this into theirsimulation curriculum because it
is still a little bit new.
Jerrod Jeffries (10:51):
One question for your point, though, is when
did you you said it's a littlenewer when did UBSIM and you, as
nurse educators, start gettinginto the VR world with the nurse
education?
Marissa Kloss (11:02):
So we really saw it take off just during COVID
with having to have hybridlearning experiences.
We were not able to get intothe hospitals to actually care
for patients and have ourstudents really take care of
patients and see them, and sofaculty had to pivot and
(11:23):
simulation, and specificallyvirtual reality simulation and a
lot of programs, became adoptedvery quickly because of the
ability to do it from your homeor really from anywhere, and so
that's where, in the last fiveyears or so, that we really saw
this being adopted even more,and so I think that just sped up
the adoption of VR simulationin general for not just nursing
(11:48):
programs but lots of otherhealthcare programs as well, so
kind of took off because of that.
Debbie Loop (11:55):
Okay, great.
Marissa Kloss (11:57):
And then, just for anyone that hasn't been in
UBSIM or hasn't been in virtualreality, just kind of the
experience of it.
I'll share just a littlesnippet of my own experience.
When I first got into theheadset I did feel a little bit
on edge and a little anxious atfirst my first time in UV Sim
just because it felt soincredibly real.
(12:17):
The patients right there infront of you, they were looking
at you, they were talking to you, it just felt so real.
But after two to three timesyou get comfortable with those
interactions and you really canjust be a nurse and so it
simulates that real worldexperience so well, which is why
that virtual reality for ournurse learners is just so great
(12:39):
at that educational experienceand you just disconnect from
reality and you're just in thatpatient's room and your
attention is on that learningopportunity, and so it really
creates that ability to do thesenursing tasks and take care of
your patient as you would inreal life, and so, yeah, it's
(13:00):
just a really great overallexperience in VR.
Jerrod Jeffries (13:04):
So are all three of you working directly
with VR?
I'm seeing a common thread here.
Chrstine Vogel (13:09):
Yes, so we are working together on the team
that develops these scenariosand informs the features that
are coming on our platform.
So we look at the AACN, we lookat NCLEX, we look at current
trends and we see scenarios thatneed to be built.
We hear from our partnerprograms and we also talk a
(13:32):
little bit aboutcompetency-based education in
the upcoming time as well, andso we work on the newest and
latest scenarios and featuresfor our nurse learners.
Jerrod Jeffries (13:43):
And how many scenarios are currently
available?
Chrstine Vogel (13:46):
So we have currently over 50 scenarios on
our platform.
But what is really interestingabout UBSIM is that we have an
intuitive editor, so anyone cancreate scenarios.
Of course, you would use bestpractice standards to create
those scenarios, but I alwayssay if I can get in and create a
scenario, anyone can do it.
(14:07):
It's no coding, it doesn'trequire a lot of technical
knowledge.
Deb Tauber (14:11):
Can the programs purchase or go ahead and get
your your system develop theirown scenarios?
Marissa Kloss (14:18):
Yes, they can.
So with a purchase of UBSIM,you get access to our entire
catalog of over 50 scenarios andyou also get access to that
entire editor, so anyone canedit one to either make them
more difficult or scale themback in complexity, depending on
(14:46):
their learner level, and theycan also build these scenarios
from scratch inside the editor.
So you really have a lot ofoptions with customizing
scenarios to meet your learners'needs.
Jerrod Jeffries (14:59):
And one maybe logistical question do they have
to purchase headsets from youor is this something that you
can just deploy the software?
So say someone, someinstitution already has 20
headsets.
Marissa Kloss (15:09):
Can they just take the scenarios into those
headsets or does it need to bebundled between the two yeah,
they can just purchase their ownif they already have them, and
then you can put UBSSIM rightinto that headset, create your
accounts and you're good to go.
Disclaimer/ Interact Solut (15:27):
Nice .
Jerrod Jeffries (15:28):
It's great that we have the three of you,
because we're seeing all thismomentum going into the VR
initiative push, whatever youwant to call it and seeing the
market grow for this type ofconsumption and new educational
initiative is great, but it'salso great when we see the
amount of resources being pouredinto this type of activity,
(15:51):
where I think, Christina, youeven mentioned about you know
the clinical judgment piece, butlack of resources, space
equipment, et cetera.
Vr does solve a lot of theseissues.
Vr does solve a lot of theseissues.
I don't think there's ever asilver bullet, so to speak, but
I think that you, being veryclose to the educational side
for nurses, is able to reallybridge that gap.
So if we can talk a little bitabout some of the scenarios, I
(16:12):
would be all ears in terms ofwhat type of discipline, what
type of areas, what is thissolving specifically, or how
does UBSIM actually do it,differently from some of the
other companies that we've heardfrom on the VR front?
So I'd love to hear some ofthat.
Chrstine Vogel (16:26):
Yeah, great question Jerrod .
So we've had the privilege ofwatching VR become rapidly
adopted over the last few yearsand I think some of it is
because of the problem space ofreally the challenges of getting
more simulation time etc, etc.
But also we're seeing that it'swell-liked by learners as well
(16:47):
and it really helps them todevelop those skills.
So really, what UBSIM offers isa high fidelity, immersive
virtual reality where nursingstudents and practicing nurses
can safely practice and refinetheir skills.
So when we talk about highfidelity, we're talking about
physical fidelity.
The patient looks really realinside the room.
(17:09):
We're getting thatmulti-sensory experience.
So they're looking real, wefeel their pulses with haptic
feedback, we can hear, we canauscultate, we can grab and move
the way that we want to in theroom and, like Marissa said,
just be a nurse and I take thatjust very lightly, because being
a nurse it's just, it's reallycomplex and it's it requires a
(17:31):
lot of skill.
So I remember, just thinkingback at when I was coordinating
and facilitating simulations thestudents only had one chance to
perform each simulation andthey came to me all the time and
they wanted to repeat thesimulation after the debriefing.
They know what they would dobetter next time, but they
(17:52):
didn't have that next time untilthe patient was right there.
They really wanted to buildtheir competence and their
confidence but, like we weresaying, there wasn't enough
space, faculty, time,consumables we just couldn't get
them in for the amount ofsimulation time that they craved
and that we knew that theyneeded to be able to repeat and
(18:13):
master the experience.
So what a major takeaway waswas one time may not be enough.
We may need to repeat thesescenarios, and I feel like UBSIM
really offers that.
Once the scenario is done, theyimmediately get their feedback
and this scenario is repeatable,just with a quick reboot.
Just let's start anothersession and do better and see
(18:37):
how we do.
So what we're really trying todo with UBSIM is develop
clinical judgment.
So what we're really trying todo with UBSIM is develop
clinical judgment, therapeuticcommunication, empathy, teamwork
and resilience, and so we wantto really boost that confidence
and competence as well.
Marissa Kloss (18:53):
And when we talk to hospital partners as
educators.
Chrstine Vogel (18:56):
Those are the things that they're requesting
With your new graduates.
This is what we want to seemore of this.
So, when we talk about clinicaljudgment, we've got a great
scorecard on NCLEX results for2024.
We're looking at a 93% passrate for first time US educated
graduates.
But we're really seeing acrisis in competency, with the
(19:19):
literature noting that only 9%of new graduate RNs are in the
acceptable competency range fora novice nurse.
So there's a huge gap there andwe know, and the literature
shows, that simulation reallyhelps to bridge that gap and can
prepare learners for real-worldclinical practice.
So what we offer is this catalogof evidence-based scenarios,
(19:42):
from novice to advanced,throughout the curriculum and,
like Marissa said, it'scustomizable so you really can
increase or decrease thecomplexity of the scenarios.
We look at the clinicaljudgment measurement model and
some of those layer fourelements so you can change the
environment.
You can change the timepressure, how your patients
(20:03):
presenting how acute they are,cultural considerations,
difficult conversations, deescalation all of these pieces
you can add to your scenarios.
And I know for me, when I lookat a scenario, I'm always in on.
The scenario typically lookspretty good.
I'm always thinking I reallywish I could tweak this part, or
I really wish my patient wouldsay this or you know, have this
(20:25):
change so we can do that inUBSIM, which is really, really
exciting, and so, yes, Well,actually you got me thinking
here as well.
Jerrod Jeffries (20:35):
And how does debriefing work with VR?
Chrstine Vogel (20:39):
Yeah.
Jerrod Jeffries (20:40):
I really, because I mean, is it
multi-participant or is it justmore one-on-one?
Because obviously one of thebig benefits with VR is it's
almost student-led learning in away, but then when it switches
back to the faculty beinginvolved in instructor how does
that work with groups, or isthat individual?
Chrstine Vogel (21:01):
It's very flexible, I will say so.
With any modality, it needs tobe based on best practice
standards.
And, Debbie, do you want totalk about the progression of
the simulation, from thepre-brief to the simulation, to
the debrief?
Debbie Loop (21:13):
Sure, yeah, as Christy mentioned, you know, the
nice feature for virtualreality is the standardization
that every student faces thatsame scenario, eliminating any
variability that we often see inthe clinical setting.
It's also scalable, as shementioned, so that we can adjust
(21:36):
the scenarios to the studentneeds and hopefully over time
we're going to see animprovement in that proficiency.
And then she has been talkingabout personalizing the scenario
through the editor andadaptations there, and that is
one of the great features aboutUBSIM.
(21:57):
In our package and I like tolook at UBSIM really as a
package it is focused on thestandards of best practice and
theoretical learning,educational foundations.
So we develop the scenarios byus, the nurse educators, and, as
(22:21):
you heard through the bio,we're bringing in a lot of
nursing experience.
But we're also simulationistsand so that helps to ensure that
we have rigorous and measurablelearning objectives and that
the pedagogical strategy isreally strong.
And what we try to do when wedevelop a scenario is really
(22:45):
mimic real world challengeswithout having to deal with the
real world consequences if astudent makes a mistake.
So we do provide feedbackduring the simulations.
We also provide pre-briefingand preparation materials so
(23:07):
when they buy the package theywill have preparatory work for
simulation where they can lookup medications, they can look up
diagnoses.
The nurse educator can reallycustomize the preparation and
assignment based on the learningoutcomes and then students will
(23:28):
perform the simulation rangesanywhere from about 15 minutes
to 30 minutes in length.
And we use a dialoguefacilitator so that there's
actually two people doing thesimulation, one that kind of
controls the dialogue of thepatient and provider, and then
(23:50):
the active learner who isactually performing the
simulation.
Now UBSIM also offersmultiplayer opportunities so we
can add other players to thescenario.
In case you want to have two orthree, four individuals in a
particular scenario, you can dothat and that's going to help
(24:12):
enhance that teamwork and teambuilding skills.
So after the simulation iscomplete, students will receive
a feedback report and it's inthis feedback report that they
will see timestamps and theywill see critical actions and
any performance gaps, what theydid well with and what needs
(24:36):
improvement, and everything islinked to evidence-based, so
they have resources that theycan delve into and read more
about.
And also this feedback reportcan be used to help facilitate
debriefing and one of the thingsthat we offer our students is a
(24:57):
list of reflective questionsfollowing the simulation.
So ideally this would be thestudent sitting down and looking
at those questions, reallyreflecting upon their own action
and thought process why didthey do what they did and what
went well, what didn't go well,what would they change about
this, and so forth, so they canreally process it individually.
(25:20):
And then our goal is to havenursing faculty come in then and
bring in a group of studentsand talk about their experience.
What were some of the commonmistakes?
You know, what were some of thethings that they learned from
this?
How can this translate intoclinical practice?
Because it's really, you know,our ultimate goal is safe
(25:41):
patient care.
So we have faculty thenencouraging that debrief, and
then the last piece of thepackage then is the NCLEX style
questions, that we create a quizregarding the scenario, and
then we end with an unfoldingcase study, which actually is a
(26:04):
future point in time with thisparticular patient and you know
another experience either theydeteriorated or got better, and
now we're focusing on educationor something along that line,
but it continues the scenario,and that unfolding case study
then is tailored after the newNCLEX style exam, and so it
(26:26):
really is a complete packagethat incorporates all of the
best practices recommended to usby our international simulation
organization.
Deb Tauber (26:37):
Now, what about education and focusing on
competency-based learning?
How would nurse educators usethis simulation to meet this
pedagogical shift?
Debbie Loop (26:47):
Yeah well, that's definitely a hot topic in
nursing education as we shiftthe educational paradigm from
content delivery to performanceoutcomes.
This shift from time-basedlearning to mastery of knowledge
, skills and attitudes really isthe core of competency-based
education.
So the question is no longerhow many hours are students
(27:11):
spending in the classroom, butrather how prepared are they to
face the complexities ofclinical practice.
So our traditional methodsoften struggled to assess
competencies objectively orprovide sufficient opportunity
for hands-on practice.
The nice thing aboutcompetency-based education is
(27:34):
that it addresses these gaps byemphasizing clear, measurable
outcomes, which in turn, helpsto bridge that gap between
theory knowledge and real-worldapplication.
Students must meet specificskills and knowledge benchmarks
before they can actuallyprogress in the curriculum, and
(27:56):
so simulation is revolutionizinghow we prepare nursing students
for real-world challengeswithout suffering from the
real-world consequences.
Scenarios can range frommanaging cardiac arrests to
practicing communication withdifficult patients.
(28:17):
So the beauty of replicatinghigh-stakes situations is that
it enables learners to buildthat confidence and competence
that Christy referred to earlier, to the NCLEX test plan, but
(28:46):
also to the NCSBN clinicaljudgment measurement model and
the 2021 AACN essentials.
So this is going to help nurseeducators identify and track and
measure professionalcompetencies.
With virtual reality, educatorscan assess technical skills,
critical thinking, decisionmaking, through tasks like
(29:06):
diagnosing human responses orperforming procedures or
managing emergencies.
A lot of the programs also havebuilt-in analytics that track
performance, so that nurseeducators now have objective
data that they can use to assistthem in assessing competencies.
(29:28):
So it's clear that combiningcompetency-based education with
virtual reality simulations hasimmense potential to
transforming nursing education.
By focusing on measurableoutcomes, leveraging technology,
our learners are going to bebetter prepared for the
(29:50):
complexities of healthcare.
Jerrod Jeffries (29:52):
Sounds like this is being led through nurse
educators such as yourself forall this.
Debbie Loop (30:24):
Correct AACN.
You know, when you look atbaccalaureate education, we are
accredited through.
One of the accreditationorganizations is AACN, and they
have put out the 2021 essentials.
This is what reflected thatshift from content delivery to
competency outcomes, and so nowthe direction for nursing
programs is to focus on thoseperformance outcomes, and that
is why baccalaureate programsare shifting their focus now,
because we're going to have tohave objective data and proof
that our students are meeting.
(30:45):
There's actually 10 domainswithin competency learning that
our students are going to needto meet, and it's up to nurse
educators to make that happen,and so the nice thing with
virtual reality is it is a toolthat can be used to help in that
process.
Chrstine Vogel (31:05):
That's a good point, Debbie.
And then also having the editor, I think, is also key in that
competency building, because weneed to start from you know, day
one, practicing thosecompetencies and showing how
learners, you know, do withthose competencies.
But then adding complexity,adding content and being able to
track that longitudinally isabsolutely key for learners.
(31:28):
So the name of the game isreally flexibility.
Deb Tauber (31:31):
I think that's the name of the game in nursing
period.
That's the truth, Marissa.
What do you think is a newernurse?
Where things are going to gofrom here.
Marissa Kloss (31:42):
Yeah, that's a really good question.
I have seen just in my ownpractice, especially as a
clinical instructor, there hasbeen a change in the course of
10 years that I was teachingundergraduate nursing students.
There's been a change in thegenerations of how students want
(32:03):
to learn and how they bestlearn, and so they are actually
very quickly.
The newer generation is prettyquick at wanting to have these
new opportunities and this newtechnology.
They quickly latch onto it.
They know how to use it veryquickly.
It's not as much of a learningcurve because they're used to
(32:26):
those things rapidly evolvingtechnology and they're really
excited to use virtual realityin their programs.
It makes them that.
I feel like that excitationwith the learning opportunity.
It makes it memorable.
They look forward to being inVR and caring for their patients
.
It's really exciting for themand so I can see a lot more
(32:49):
programs starting to adopt thisbecause it's a great learning
experience and really preparesstudents, but also because
that's the demand.
That's what learners want now.
Deb Tauber (33:00):
Now, Christine, as we look forward to 2025, what do
you see as changing and growingand things that are going to be
different in 2025?
Chrstine Vogel (33:10):
Well, I think the requests that we're getting
and the data that we're gettingreally shows that we need to
continue with these experiencesand, as nurse educators and
nursing simulationists, I dobelieve we're equal opportunity
modality simulationists.
There is a space for all of it.
And so, jared, you hadmentioned, like growing the pie,
(33:31):
there's enough learning for forall of these modalities and we
need to be choosing the rightlearning modality for the
learning objectives that we wantto accomplish with, of course,
all of the considerations thatcome with running a simulation.
So I really foresee in UBSM andone of the things that we're
(33:53):
really hearing a lot of positiveresponses from is the deep and
rich storyline of our scenariosand really focusing on
therapeutic communication andempathy skills.
So, from a scenario standpoint,I think that's going to
continue.
Our scenarios really featurediverse patients across the
lifespan.
We have a focus onunderrepresented and
(34:15):
marginalized groups, so wereally want to aim to promote
equitable and inclusive learningand nursing education.
So we have a few patients thatI have in mind right here, where
learners get the chance toconnect with and interact with
patients from various races andreligions, ethnicities, sexual
(34:38):
orientations, gender identities,really to develop cultural
humility.
So I think that's one of thepieces of nursing education
that's so special we look at thewhole patient.
So, for instance, we have apatient in our catalog who is
elderly and unhoused withpneumonia.
So we have our learners reallylearn about and experience what
(35:01):
it's like for cases involvingestrangement, long-term
consequences of untreatedchronic illness and really, you
know, developing that compassionand patient-centered care.
We have another scenario with apatient with a newly she's
newly diagnosed with HIV, and soit asks the learners to
(35:21):
consider the impacts of socialdeterminants of health
unemployment, inconsistenthealth care, complex
relationships.
It's really deep storylines.
And then this year we releasedour first transgender male
undergoing gender affirminghormone therapy and he's
experiencing abdominal pain froman ovarian cyst rupture.
(35:44):
So learners get to practiceempathy and supporting this
patient with inclusive languageand asking about his pronouns
and his health history.
So overall, from a scenariostandpoint, our goal is to make
this high quality simulationreally accessible and allow them
to hone their skills, whetherit's medical or if it's
(36:05):
therapeutic communication orit's teamwork or it's all of
these things.
From a technology standpoint,the technology is just getting
better from here.
So it has been really nice tosee the MetaQuest 3 come out and
then the more affordableMetaQuest 3S more comfortable,
better optics on it, muchlighter and much more wearable.
(36:27):
I foresee that we're going tosee all kinds of things in the
future and we'd love to see somehand tracking get further
developed to get more into thepsychomotor skills as well.
We feel like VR is reallysuperb at the cognitive and
affective domains of learningbut and some psychomotor but I'd
like to see more of that finedetail and getting learners to
(36:48):
practice skill-based learning aswell.
So those are some of the things.
And then we're always working onthings and releasing about
three or four times a year, andwe just had our latest release
and we have updates to ourfeatures like GI and
gastrointestinal upgrades, soabdominal distension, four
(37:10):
quadrant auscultation, somepractice fidelity enhancements.
So now we have an incomingphone call into the room really
introducing distractors, and sowe know that a lot of mistakes
are made in nursing just fromdistractions in practice,
especially around medicationadministration.
So we're always thinking whatdo our learners need next?
(37:33):
What do our educators need tosee?
And we hear all of thisfeedback from our partner
programs and prospective partnerprograms as well.
So these innovations reallychallenge our learners to think
critically and prioritize andmake decisions under pressure,
which helps to bridge the gapbetween simulation and
real-world practice.
(37:54):
So you'll see innovations inscenarios and innovations in
technology and coming togetherit's the best of both worlds.
Deb Tauber (38:01):
Is there anything you would like to leave our
listeners with Debbie?
You want to start?
Debbie Loop (38:06):
I would like to be an encourager to nurse educators
and encourage them to reachbeyond their comfort zone.
Technology tends to be a termthat is a barrier and people
kind of withdraw from that, thatthinking they can't manage
technology.
But technology has come so farnow and we recognize, you know,
(38:41):
bridging that gap so that thecomfort zone is a little more
palatable and that they would bewilling to try things.
And so I would say reach out,be willing to, you know, have an
open mind, open heart, try newstrategies and experiences.
Try new strategies andexperiences and I think you
(39:02):
might be surprised by how muchyou really do enjoy and
eliminate some of that fear.
Deb Tauber (39:08):
Thank you, thank you , how about you, Marissa?
Marissa Kloss (39:11):
Yeah, sure, I mean I second what Debbie had
said to really try these newtechnologies and really listen
to your learners and their needsare and that can really
progress if they have a buy-into.
Why are we doing thissimulation?
(39:32):
Why are we learning thesethings?
Really explaining thatoverarching we want to
understand nursing and nursingas a holistic profession and
really listening to their needs,because that buy-in is also so
important with your learners, toget them on board with learning
and why are we doing the thingswe're doing.
So I think that's reallyimportant.
Deb Tauber (39:54):
Thank you, thank you .
How about you, Christine?
Anything you want to leave ourlisteners with today?
Chrstine Vogel (39:58):
Sure, well said, Debbie and Marissa, and I will
third all of that as well.
So I think for all of us we'vebeen in the position of being a
nursing student, struggling toget the concepts and translate
that to what that means for realpractice.
And then we've been novicenurses and shaking in our boots,
thinking, gosh, I wish I wasmore confident and competent.
(40:19):
And then nurse educators kindof watching that unfold as well.
So I think, in just buildingupon what Debbie and Marissa
said, just jumping in and reallytrying these technologies and
seeing the difference, that itcan make those aha moments and
hopefully making the workloadeasier as well.
So it's not just the amazingexperience.
(40:42):
Our goal is to make thismeaningful experience that's
pretty easy to integrate intothe simulation program as well,
and I would also encourageintegration in alternate use
cases.
So I think about how many timesI did a three-hour lecture for
my learners and I wonder howmany of them were shopping on
Amazon versus Wow, we could getin the headset.
(41:02):
And you know, really practice,all of these anti hypertensive,
this class that we did, let's domedication administration and
really it just infuse every bitof learning with immersive
learning and hands on learning.
So there's, I said it earlier,flexibility is the name of the
game and with all of thesetechnologies.
I would just encourage you touse them and try them out.
Deb Tauber (41:26):
Thank you, thank you .
Well, this has been wonderful.
We appreciate your time andyour passion for education, and
if anybody wanted to get hold ofyou or somebody from UBSIM, how
would they do that?
Chrstine Vogel (41:39):
Oh sure, you can find UBSIM on LinkedIn and we
have a monthly LinkedInnewsletter as well, so you can
also follow us on our latestplatform, tiktok.
And please come and say helloto Marissa and I at IMSH.
We'll be in booth 108 inOrlando in January and we are
looking forward to seeing youthere.
Deb Tauber (42:01):
Thank you, thank you Thank you.
This has been a lot of fun, Allright everyone.
Disclaimer/ Interact Solu (42:09):
Happy simulating.
Thanks to Interact Solution forsponsoring this week's podcast.
Thanks for joining us here atThe Sim Cafe.
We hope you enjoyed.
Visit us at www.
innovativesimsolutions.
com and be sure to hit that likeand subscribe button so you
(42:36):
never miss an episode.
Innovative Sim Solutions isyour one-stop shop for your
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The views and opinions expressed in
this program are those of thespeakers and do not necessarily
reflect the opinions orpositions of anyone at
Innovative Sim Solutions or oursponsors.
This episode of the Sim Cafe isbrought to you by Interact
Solution and cost-effectiveaudiovisual simulation learning
(00:27):
management system developed forinstructors to record, organize,
schedule, annotate and debriefstudent simulations, delivering
timely, evidence-based feedback.
Interact Solution is an idealcomplement to your existing
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Contact Interact Solution today.
(00:48):
Welcome to the Sim Cafe, apodcast produced by the team at
Innovative Sim Solutions, editedby Shelly Houser.
Join our host, Deb Tauber andco-host Jerrod Jeffries as they
sit down with subject matterexperts from across the globe to
(01:09):
reimagine clinical educationand the use of simulation.
So pour yourself a cup ofrelaxation, sit back, tune in
and learn something new from TheSim Cafe.
Deb Tauber (01:31):
Welcome to another episode of The Sim Cafe, and
today Jerrod and I are here withthe nurse educator team at
UBSim.
Some of you might know UBSimfrom its recent recognition as
Time's Best Invention of 2024,which is very exciting, and
we'll hear all about that.
But let's first meet the team.
So welcome, a, and thanks forbeing on today.
(01:57):
And Christine, why don't youstart out and tell our guests
about yourself.
Chrstine Vogel (01:59):
Sure, thanks for having us.
My name is Christine Vogel andI've been a nurse for about 25
years, with most of myexperience rooted in cardiac
care, intensive care, surgicalcare kind of the full gamut, as
nurses do.
And for a few years I balanceddual roles as a practicing
clinician and as a clinicalinstructor, and that's when I
(02:21):
discovered my passion fornursing education and finally
made the jump to a full-timeeducator teaching BSN students.
And in 2016, I was approachedby my university's
administration with a veryexciting challenge to develop a
simulation lab and curriculumfor our nursing program from
scratch.
(02:41):
So when I started, it juststarted from one mannequin and
it grew quickly intofull-fledged simulation with
dozens of scenarios acrossdifferent modalities.
And then, like many of us,during COVID, I had the chance
to think outside the box andexplore virtual learning
opportunities for students,which really sparked my interest
(03:03):
for innovative teaching methods.
So, fast forward.
In 2021, I joined UBSIM, divingheadfirst into the world of
virtual reality nursingsimulations, and that was new
for me.
But I was really immediatelydrawn to how VR really opened up
incredible opportunities forclinical judgment and solving
(03:25):
some of the challenges that Ireally faced as a simulation
coordinator, like lack of space,lack of faculty resources,
equipment and time.
So now I am the lead nurseeducator and I lead our nursing
team that designs peer reviewsand pilots evidence-based
scenarios for nurse learnerspeer reviews and pilots
(03:47):
evidence-based scenarios fornurse learners and we
collaborate with a reallyfascinating team of artists, ux
designers that's user experiencedesigners also quality
assurance experts and engineersto really enhance VR features
and create tools that aremeaningful and align with
nursing curricula.
So we really get the privilegeto help shape the future of
nursing education and I get todo that with my two partners
(04:09):
here, Marissa and Debbie.
Deb Tauber (04:12):
Thank you.
Debbie Loop (04:13):
So I'm Debbie Loop and before I get into my
introduction, I would just liketo say, as UBC nurse educators,
we love what we do and we'revery passionate about virtual
reality simulations.
So thank you for giving us theopportunity to be here today to
discuss virtual simulation andUBSIM.
(04:35):
So I began my nursing career 40years ago with a specialty in
trauma-critical care.
With a specialty intrauma-critical care, over the
years, my clinical experienceshave included acute and
emergency care, long-term care,home health and even
correctional health.
I'm a graduate of a three-yeardiploma program.
(04:58):
I received my master's throughUniversity of Virginia and my
doctor of nursing practice fromPost University of Virginia and
my doctor of nursing practicefrom Post University.
It was my personal educationaljourney that drew me to a career
in nursing education.
So, as a certified nurseeducator and a certified
healthcare simulation educator,I'm bringing to UBSIM about 38
(05:21):
years of experience as ateaching professor.
My passion in nursing educationhas centered around the
integration of educationaltechnology.
So as an early adopter, I wasinstrumental in integrating
learning management systems,handheld technology systems,
(05:42):
handheld technology,e-portfolios, online education
and simulation.
So for the last 16 years I'veheld the position of simulation
educator and coordinator.
I was instrumental inintegrating both formative and
summative simulations for twoundergraduate baccalaureate
(06:03):
nursing programs, and myinterest in technology has
allowed me to expand mysimulation experiences to
include high fidelity simulators, wearable technology and now
virtual reality.
So as technology advanced, sohas my technological curiosity.
(06:23):
So I started dabbling withvirtual reality around 2018,
which led to the completion of asuccessful undergraduate VR
pilot study in 2021.
As I continued to use virtualreality, my love deepened, and
so I decided to make the leapfrom academia to the world of
(06:47):
virtual reality when I joinedthe UBSIM team in May of 2024.
Now, as a UBSIM nurse educator,I'm combining my love for
nursing, education andtechnology on a daily basis.
So the question is what morecould I really ask for?
Marissa Kloss (07:09):
Right, we like that, thank you, and my name is
Marissa Kloss.
I'm also part of the nurseeducator team at UBSIM and my
intro will be short and sweetbecause I do not have as much
experience as Christy and Debbie.
They're wonderful, they havegreat experience to bring.
However, my background actuallystarted in pediatrics, so I
(07:31):
immediately went into apediatric nursing role in a
hospital setting when Igraduated.
I've been a nurse for 12 years,so that is my passion started
with, you know, kids, caring forkids, and on that unit that I
worked on, I had a role, alongwith the other nurses, of
educating families and childrenthat were newly diagnosed with
(07:55):
type 1 diabetes, and so that isactually where I started to
realize I enjoyed educationworking with these patients and
families.
I enjoyed education workingwith these patients and families
, and so I kind of transitionedinto a clinical instructor
position while I was stillworking in the pediatric
hospital and I was able to workfor a variety of different
(08:15):
institutions as a clinicalinstructor in their pediatric
programs and their nursingprograms, and I also found I
really enjoyed that working withstudents and just seeing those
moments when they have theselight bulb moments go off and
you really realize that you wereable to show them something new
and they're getting it, andthat was just really exciting
for me.
(08:36):
And in that role I was able tobe exposed to simulation, so
that was my first exposure to itas a clinical instructor.
We would take our groupsthrough pediatric simulations
with mannequins, and so that wasmy first exposure.
I really enjoyed that.
I loved debriefing with themand really getting their
thoughts and emotions on whatwas going on during that
(08:57):
simulation, and I just saw thatit was a great learning
opportunity for these studentsand so that was where my passion
for simulation started.
And then I actuallyaccidentally stumbled across the
UBSIM position when it cameopen.
So I've been with UBSIM sincethe end of 2021.
(09:17):
So it's been three years andit's been a great three years.
I've really enjoyed, as Debbiesaid, integrating education with
simulation and scenario design.
I really enjoy all of thoseaspects of this role that I have
now.
Deb Tauber (09:32):
Thank you.
So it looks like we've got aheavy focus on nurses here.
We've got between the four ofus Jared, you're not a nurse
We've got over 100 years ofexperience.
We should be able to have someinteresting conversations here
about nursing and nursingeducation and history.
(09:54):
So, Marissa, what is UbiSIM?
Marissa Kloss (09:58):
for those who might not know, yeah, so we have
been around since 2017 is whenthe company started and we've
had a really great opportunityto serve so many nurses and
programs and again we appreciatethe editors at Time as well for
that recognition recently.
But UBSIM is an immersivevirtual reality simulation
(10:20):
platform that does focus onnursing education and, in
general, VR is a little newer ofa simulation modality, but at
this point there have been manyadopters to this evidence-based
learning experience and so it'snot as novel as it was maybe
five years ago.
But we do still recognize thatit can feel a little
(10:40):
overwhelming for programs andnurse educators and faculty to
implement this into theirsimulation curriculum because it
is still a little bit new.
Jerrod Jeffries (10:51):
One question for your point, though, is when
did you you said it's a littlenewer when did UBSIM and you, as
nurse educators, start gettinginto the VR world with the nurse
education?
Marissa Kloss (11:02):
So we really saw it take off just during COVID
with having to have hybridlearning experiences.
We were not able to get intothe hospitals to actually care
for patients and have ourstudents really take care of
patients and see them, and sofaculty had to pivot and
(11:23):
simulation, and specificallyvirtual reality simulation and a
lot of programs, became adoptedvery quickly because of the
ability to do it from your homeor really from anywhere, and so
that's where, in the last fiveyears or so, that we really saw
this being adopted even more,and so I think that just sped up
the adoption of VR simulationin general for not just nursing
(11:48):
programs but lots of otherhealthcare programs as well, so
kind of took off because of that.
Debbie Loop (11:55):
Okay, great.
Marissa Kloss (11:57):
And then, just for anyone that hasn't been in
UBSIM or hasn't been in virtualreality, just kind of the
experience of it.
I'll share just a littlesnippet of my own experience.
When I first got into theheadset I did feel a little bit
on edge and a little anxious atfirst my first time in UV Sim
just because it felt soincredibly real.
(12:17):
The patients right there infront of you, they were looking
at you, they were talking to you, it just felt so real.
But after two to three timesyou get comfortable with those
interactions and you really canjust be a nurse and so it
simulates that real worldexperience so well, which is why
that virtual reality for ournurse learners is just so great
(12:39):
at that educational experienceand you just disconnect from
reality and you're just in thatpatient's room and your
attention is on that learningopportunity, and so it really
creates that ability to do thesenursing tasks and take care of
your patient as you would inreal life, and so, yeah, it's
(13:00):
just a really great overallexperience in VR.
Jerrod Jeffries (13:04):
So are all three of you working directly
with VR?
I'm seeing a common thread here.
Chrstine Vogel (13:09):
Yes, so we are working together on the team
that develops these scenariosand informs the features that
are coming on our platform.
So we look at the AACN, we lookat NCLEX, we look at current
trends and we see scenarios thatneed to be built.
We hear from our partnerprograms and we also talk a
(13:32):
little bit aboutcompetency-based education in
the upcoming time as well, andso we work on the newest and
latest scenarios and featuresfor our nurse learners.
Jerrod Jeffries (13:43):
And how many scenarios are currently
available?
Chrstine Vogel (13:46):
So we have currently over 50 scenarios on
our platform.
But what is really interestingabout UBSIM is that we have an
intuitive editor, so anyone cancreate scenarios.
Of course, you would use bestpractice standards to create
those scenarios, but I alwayssay if I can get in and create a
scenario, anyone can do it.
(14:07):
It's no coding, it doesn'trequire a lot of technical
knowledge.
Deb Tauber (14:11):
Can the programs purchase or go ahead and get
your your system develop theirown scenarios?
Marissa Kloss (14:18):
Yes, they can.
So with a purchase of UBSIM,you get access to our entire
catalog of over 50 scenarios andyou also get access to that
entire editor, so anyone canedit one to either make them
more difficult or scale themback in complexity, depending on
(14:46):
their learner level, and theycan also build these scenarios
from scratch inside the editor.
So you really have a lot ofoptions with customizing
scenarios to meet your learners'needs.
Jerrod Jeffries (14:59):
And one maybe logistical question do they have
to purchase headsets from youor is this something that you
can just deploy the software?
So say someone, someinstitution already has 20
headsets.
Marissa Kloss (15:09):
Can they just take the scenarios into those
headsets or does it need to bebundled between the two yeah,
they can just purchase their ownif they already have them, and
then you can put UBSSIM rightinto that headset, create your
accounts and you're good to go.
Disclaimer/ Interact Solut (15:27):
Nice .
Jerrod Jeffries (15:28):
It's great that we have the three of you,
because we're seeing all thismomentum going into the VR
initiative push, whatever youwant to call it and seeing the
market grow for this type ofconsumption and new educational
initiative is great, but it'salso great when we see the
amount of resources being pouredinto this type of activity,
(15:51):
where I think, Christina, youeven mentioned about you know
the clinical judgment piece, butlack of resources, space
equipment, et cetera.
Vr does solve a lot of theseissues.
Vr does solve a lot of theseissues.
I don't think there's ever asilver bullet, so to speak, but
I think that you, being veryclose to the educational side
for nurses, is able to reallybridge that gap.
So if we can talk a little bitabout some of the scenarios, I
(16:12):
would be all ears in terms ofwhat type of discipline, what
type of areas, what is thissolving specifically, or how
does UBSIM actually do it,differently from some of the
other companies that we've heardfrom on the VR front?
So I'd love to hear some ofthat.
Chrstine Vogel (16:26):
Yeah, great question Jerrod .
So we've had the privilege ofwatching VR become rapidly
adopted over the last few yearsand I think some of it is
because of the problem space ofreally the challenges of getting
more simulation time etc, etc.
But also we're seeing that it'swell-liked by learners as well
(16:47):
and it really helps them todevelop those skills.
So really, what UBSIM offers isa high fidelity, immersive
virtual reality where nursingstudents and practicing nurses
can safely practice and refinetheir skills.
So when we talk about highfidelity, we're talking about
physical fidelity.
The patient looks really realinside the room.
(17:09):
We're getting thatmulti-sensory experience.
So they're looking real, wefeel their pulses with haptic
feedback, we can hear, we canauscultate, we can grab and move
the way that we want to in theroom and, like Marissa said,
just be a nurse and I take thatjust very lightly, because being
a nurse it's just, it's reallycomplex and it's it requires a
(17:31):
lot of skill.
So I remember, just thinkingback at when I was coordinating
and facilitating simulations thestudents only had one chance to
perform each simulation andthey came to me all the time and
they wanted to repeat thesimulation after the debriefing.
They know what they would dobetter next time, but they
(17:52):
didn't have that next time untilthe patient was right there.
They really wanted to buildtheir competence and their
confidence but, like we weresaying, there wasn't enough
space, faculty, time,consumables we just couldn't get
them in for the amount ofsimulation time that they craved
and that we knew that theyneeded to be able to repeat and
(18:13):
master the experience.
So what a major takeaway waswas one time may not be enough.
We may need to repeat thesescenarios, and I feel like UBSIM
really offers that.
Once the scenario is done, theyimmediately get their feedback
and this scenario is repeatable,just with a quick reboot.
Just let's start anothersession and do better and see
(18:37):
how we do.
So what we're really trying todo with UBSIM is develop
clinical judgment.
So what we're really trying todo with UBSIM is develop
clinical judgment, therapeuticcommunication, empathy, teamwork
and resilience, and so we wantto really boost that confidence
and competence as well.
Marissa Kloss (18:53):
And when we talk to hospital partners as
educators.
Chrstine Vogel (18:56):
Those are the things that they're requesting
With your new graduates.
This is what we want to seemore of this.
So, when we talk about clinicaljudgment, we've got a great
scorecard on NCLEX results for2024.
We're looking at a 93% passrate for first time US educated
graduates.
But we're really seeing acrisis in competency, with the
(19:19):
literature noting that only 9%of new graduate RNs are in the
acceptable competency range fora novice nurse.
So there's a huge gap there andwe know, and the literature
shows, that simulation reallyhelps to bridge that gap and can
prepare learners for real-worldclinical practice.
So what we offer is this catalogof evidence-based scenarios,
(19:42):
from novice to advanced,throughout the curriculum and,
like Marissa said, it'scustomizable so you really can
increase or decrease thecomplexity of the scenarios.
We look at the clinicaljudgment measurement model and
some of those layer fourelements so you can change the
environment.
You can change the timepressure, how your patients
(20:03):
presenting how acute they are,cultural considerations,
difficult conversations, deescalation all of these pieces
you can add to your scenarios.
And I know for me, when I lookat a scenario, I'm always in on.
The scenario typically lookspretty good.
I'm always thinking I reallywish I could tweak this part, or
I really wish my patient wouldsay this or you know, have this
(20:25):
change so we can do that inUBSIM, which is really, really
exciting, and so, yes, Well,actually you got me thinking
here as well.
Jerrod Jeffries (20:35):
And how does debriefing work with VR?
Chrstine Vogel (20:39):
Yeah.
Jerrod Jeffries (20:40):
I really, because I mean, is it
multi-participant or is it justmore one-on-one?
Because obviously one of thebig benefits with VR is it's
almost student-led learning in away, but then when it switches
back to the faculty beinginvolved in instructor how does
that work with groups, or isthat individual?
Chrstine Vogel (21:01):
It's very flexible, I will say so.
With any modality, it needs tobe based on best practice
standards.
And, Debbie, do you want totalk about the progression of
the simulation, from thepre-brief to the simulation, to
the debrief?
Debbie Loop (21:13):
Sure, yeah, as Christy mentioned, you know, the
nice feature for virtualreality is the standardization
that every student faces thatsame scenario, eliminating any
variability that we often see inthe clinical setting.
It's also scalable, as shementioned, so that we can adjust
(21:36):
the scenarios to the studentneeds and hopefully over time
we're going to see animprovement in that proficiency.
And then she has been talkingabout personalizing the scenario
through the editor andadaptations there, and that is
one of the great features aboutUBSIM.
(21:57):
In our package and I like tolook at UBSIM really as a
package it is focused on thestandards of best practice and
theoretical learning,educational foundations.
So we develop the scenarios byus, the nurse educators, and, as
(22:21):
you heard through the bio,we're bringing in a lot of
nursing experience.
But we're also simulationistsand so that helps to ensure that
we have rigorous and measurablelearning objectives and that
the pedagogical strategy isreally strong.
And what we try to do when wedevelop a scenario is really
(22:45):
mimic real world challengeswithout having to deal with the
real world consequences if astudent makes a mistake.
So we do provide feedbackduring the simulations.
We also provide pre-briefingand preparation materials so
(23:07):
when they buy the package theywill have preparatory work for
simulation where they can lookup medications, they can look up
diagnoses.
The nurse educator can reallycustomize the preparation and
assignment based on the learningoutcomes and then students will
(23:28):
perform the simulation rangesanywhere from about 15 minutes
to 30 minutes in length.
And we use a dialoguefacilitator so that there's
actually two people doing thesimulation, one that kind of
controls the dialogue of thepatient and provider, and then
(23:50):
the active learner who isactually performing the
simulation.
Now UBSIM also offersmultiplayer opportunities so we
can add other players to thescenario.
In case you want to have two orthree, four individuals in a
particular scenario, you can dothat and that's going to help
(24:12):
enhance that teamwork and teambuilding skills.
So after the simulation iscomplete, students will receive
a feedback report and it's inthis feedback report that they
will see timestamps and theywill see critical actions and
any performance gaps, what theydid well with and what needs
(24:36):
improvement, and everything islinked to evidence-based, so
they have resources that theycan delve into and read more
about.
And also this feedback reportcan be used to help facilitate
debriefing and one of the thingsthat we offer our students is a
(24:57):
list of reflective questionsfollowing the simulation.
So ideally this would be thestudent sitting down and looking
at those questions, reallyreflecting upon their own action
and thought process why didthey do what they did and what
went well, what didn't go well,what would they change about
this, and so forth, so they canreally process it individually.
(25:20):
And then our goal is to havenursing faculty come in then and
bring in a group of studentsand talk about their experience.
What were some of the commonmistakes?
You know, what were some of thethings that they learned from
this?
How can this translate intoclinical practice?
Because it's really, you know,our ultimate goal is safe
(25:41):
patient care.
So we have faculty thenencouraging that debrief, and
then the last piece of thepackage then is the NCLEX style
questions, that we create a quizregarding the scenario, and
then we end with an unfoldingcase study, which actually is a
(26:04):
future point in time with thisparticular patient and you know
another experience either theydeteriorated or got better, and
now we're focusing on educationor something along that line,
but it continues the scenario,and that unfolding case study
then is tailored after the newNCLEX style exam, and so it
(26:26):
really is a complete packagethat incorporates all of the
best practices recommended to usby our international simulation
organization.
Deb Tauber (26:37):
Now, what about education and focusing on
competency-based learning?
How would nurse educators usethis simulation to meet this
pedagogical shift?
Debbie Loop (26:47):
Yeah well, that's definitely a hot topic in
nursing education as we shiftthe educational paradigm from
content delivery to performanceoutcomes.
This shift from time-basedlearning to mastery of knowledge
, skills and attitudes really isthe core of competency-based
education.
So the question is no longerhow many hours are students
(27:11):
spending in the classroom, butrather how prepared are they to
face the complexities ofclinical practice.
So our traditional methodsoften struggled to assess
competencies objectively orprovide sufficient opportunity
for hands-on practice.
The nice thing aboutcompetency-based education is
(27:34):
that it addresses these gaps byemphasizing clear, measurable
outcomes, which in turn, helpsto bridge that gap between
theory knowledge and real-worldapplication.
Students must meet specificskills and knowledge benchmarks
before they can actuallyprogress in the curriculum, and
(27:56):
so simulation is revolutionizinghow we prepare nursing students
for real-world challengeswithout suffering from the
real-world consequences.
Scenarios can range frommanaging cardiac arrests to
practicing communication withdifficult patients.
(28:17):
So the beauty of replicatinghigh-stakes situations is that
it enables learners to buildthat confidence and competence
that Christy referred to earlier, to the NCLEX test plan, but
(28:46):
also to the NCSBN clinicaljudgment measurement model and
the 2021 AACN essentials.
So this is going to help nurseeducators identify and track and
measure professionalcompetencies.
With virtual reality, educatorscan assess technical skills,
critical thinking, decisionmaking, through tasks like
(29:06):
diagnosing human responses orperforming procedures or
managing emergencies.
A lot of the programs also havebuilt-in analytics that track
performance, so that nurseeducators now have objective
data that they can use to assistthem in assessing competencies.
(29:28):
So it's clear that combiningcompetency-based education with
virtual reality simulations hasimmense potential to
transforming nursing education.
By focusing on measurableoutcomes, leveraging technology,
our learners are going to bebetter prepared for the
(29:50):
complexities of healthcare.
Jerrod Jeffries (29:52):
Sounds like this is being led through nurse
educators such as yourself forall this.
Debbie Loop (30:24):
Correct AACN.
You know, when you look atbaccalaureate education, we are
accredited through.
One of the accreditationorganizations is AACN, and they
have put out the 2021 essentials.
This is what reflected thatshift from content delivery to
competency outcomes, and so nowthe direction for nursing
programs is to focus on thoseperformance outcomes, and that
is why baccalaureate programsare shifting their focus now,
because we're going to have tohave objective data and proof
that our students are meeting.
(30:45):
There's actually 10 domainswithin competency learning that
our students are going to needto meet, and it's up to nurse
educators to make that happen,and so the nice thing with
virtual reality is it is a toolthat can be used to help in that
process.
Chrstine Vogel (31:05):
That's a good point, Debbie.
And then also having the editor, I think, is also key in that
competency building, because weneed to start from you know, day
one, practicing thosecompetencies and showing how
learners, you know, do withthose competencies.
But then adding complexity,adding content and being able to
track that longitudinally isabsolutely key for learners.
(31:28):
So the name of the game isreally flexibility.
Deb Tauber (31:31):
I think that's the name of the game in nursing
period.
That's the truth, Marissa.
What do you think is a newernurse?
Where things are going to gofrom here.
Marissa Kloss (31:42):
Yeah, that's a really good question.
I have seen just in my ownpractice, especially as a
clinical instructor, there hasbeen a change in the course of
10 years that I was teachingundergraduate nursing students.
There's been a change in thegenerations of how students want
(32:03):
to learn and how they bestlearn, and so they are actually
very quickly.
The newer generation is prettyquick at wanting to have these
new opportunities and this newtechnology.
They quickly latch onto it.
They know how to use it veryquickly.
It's not as much of a learningcurve because they're used to
(32:26):
those things rapidly evolvingtechnology and they're really
excited to use virtual realityin their programs.
It makes them that.
I feel like that excitationwith the learning opportunity.
It makes it memorable.
They look forward to being inVR and caring for their patients
.
It's really exciting for themand so I can see a lot more
(32:49):
programs starting to adopt thisbecause it's a great learning
experience and really preparesstudents, but also because
that's the demand.
That's what learners want now.
Deb Tauber (33:00):
Now, Christine, as we look forward to 2025, what do
you see as changing and growingand things that are going to be
different in 2025?
Chrstine Vogel (33:10):
Well, I think the requests that we're getting
and the data that we're gettingreally shows that we need to
continue with these experiencesand, as nurse educators and
nursing simulationists, I dobelieve we're equal opportunity
modality simulationists.
There is a space for all of it.
And so, jared, you hadmentioned, like growing the pie,
(33:31):
there's enough learning for forall of these modalities and we
need to be choosing the rightlearning modality for the
learning objectives that we wantto accomplish with, of course,
all of the considerations thatcome with running a simulation.
So I really foresee in UBSM andone of the things that we're
(33:53):
really hearing a lot of positiveresponses from is the deep and
rich storyline of our scenariosand really focusing on
therapeutic communication andempathy skills.
So, from a scenario standpoint,I think that's going to
continue.
Our scenarios really featurediverse patients across the
lifespan.
We have a focus onunderrepresented and
(34:15):
marginalized groups, so wereally want to aim to promote
equitable and inclusive learningand nursing education.
So we have a few patients thatI have in mind right here, where
learners get the chance toconnect with and interact with
patients from various races andreligions, ethnicities, sexual
(34:38):
orientations, gender identities,really to develop cultural
humility.
So I think that's one of thepieces of nursing education
that's so special we look at thewhole patient.
So, for instance, we have apatient in our catalog who is
elderly and unhoused withpneumonia.
So we have our learners reallylearn about and experience what
(35:01):
it's like for cases involvingestrangement, long-term
consequences of untreatedchronic illness and really, you
know, developing that compassionand patient-centered care.
We have another scenario with apatient with a newly she's
newly diagnosed with HIV, and soit asks the learners to
(35:21):
consider the impacts of socialdeterminants of health
unemployment, inconsistenthealth care, complex
relationships.
It's really deep storylines.
And then this year we releasedour first transgender male
undergoing gender affirminghormone therapy and he's
experiencing abdominal pain froman ovarian cyst rupture.
(35:44):
So learners get to practiceempathy and supporting this
patient with inclusive languageand asking about his pronouns
and his health history.
So overall, from a scenariostandpoint, our goal is to make
this high quality simulationreally accessible and allow them
to hone their skills, whetherit's medical or if it's
(36:05):
therapeutic communication orit's teamwork or it's all of
these things.
From a technology standpoint,the technology is just getting
better from here.
So it has been really nice tosee the MetaQuest 3 come out and
then the more affordableMetaQuest 3S more comfortable,
better optics on it, muchlighter and much more wearable.
(36:27):
I foresee that we're going tosee all kinds of things in the
future and we'd love to see somehand tracking get further
developed to get more into thepsychomotor skills as well.
We feel like VR is reallysuperb at the cognitive and
affective domains of learningbut and some psychomotor but I'd
like to see more of that finedetail and getting learners to
(36:48):
practice skill-based learning aswell.
So those are some of the things.
And then we're always working onthings and releasing about
three or four times a year, andwe just had our latest release
and we have updates to ourfeatures like GI and
gastrointestinal upgrades, soabdominal distension, four
(37:10):
quadrant auscultation, somepractice fidelity enhancements.
So now we have an incomingphone call into the room really
introducing distractors, and sowe know that a lot of mistakes
are made in nursing just fromdistractions in practice,
especially around medicationadministration.
So we're always thinking whatdo our learners need next?
(37:33):
What do our educators need tosee?
And we hear all of thisfeedback from our partner
programs and prospective partnerprograms as well.
So these innovations reallychallenge our learners to think
critically and prioritize andmake decisions under pressure,
which helps to bridge the gapbetween simulation and
real-world practice.
(37:54):
So you'll see innovations inscenarios and innovations in
technology and coming togetherit's the best of both worlds.
Deb Tauber (38:01):
Is there anything you would like to leave our
listeners with Debbie?
You want to start?
Debbie Loop (38:06):
I would like to be an encourager to nurse educators
and encourage them to reachbeyond their comfort zone.
Technology tends to be a termthat is a barrier and people
kind of withdraw from that, thatthinking they can't manage
technology.
But technology has come so farnow and we recognize, you know,
(38:41):
bridging that gap so that thecomfort zone is a little more
palatable and that they would bewilling to try things.
And so I would say reach out,be willing to, you know, have an
open mind, open heart, try newstrategies and experiences.
Try new strategies andexperiences and I think you
(39:02):
might be surprised by how muchyou really do enjoy and
eliminate some of that fear.
Deb Tauber (39:08):
Thank you, thank you , how about you, Marissa?
Marissa Kloss (39:11):
Yeah, sure, I mean I second what Debbie had
said to really try these newtechnologies and really listen
to your learners and their needsare and that can really
progress if they have a buy-into.
Why are we doing thissimulation?
(39:32):
Why are we learning thesethings?
Really explaining thatoverarching we want to
understand nursing and nursingas a holistic profession and
really listening to their needs,because that buy-in is also so
important with your learners, toget them on board with learning
and why are we doing the thingswe're doing.
So I think that's reallyimportant.
Deb Tauber (39:54):
Thank you, thank you .
How about you, Christine?
Anything you want to leave ourlisteners with today?
Chrstine Vogel (39:58):
Sure, well said, Debbie and Marissa, and I will
third all of that as well.
So I think for all of us we'vebeen in the position of being a
nursing student, struggling toget the concepts and translate
that to what that means for realpractice.
And then we've been novicenurses and shaking in our boots,
thinking, gosh, I wish I wasmore confident and competent.
(40:19):
And then nurse educators kindof watching that unfold as well.
So I think, in just buildingupon what Debbie and Marissa
said, just jumping in and reallytrying these technologies and
seeing the difference, that itcan make those aha moments and
hopefully making the workloadeasier as well.
So it's not just the amazingexperience.
(40:42):
Our goal is to make thismeaningful experience that's
pretty easy to integrate intothe simulation program as well,
and I would also encourageintegration in alternate use
cases.
So I think about how many timesI did a three-hour lecture for
my learners and I wonder howmany of them were shopping on
Amazon versus Wow, we could getin the headset.
(41:02):
And you know, really practice,all of these anti hypertensive,
this class that we did, let's domedication administration and
really it just infuse every bitof learning with immersive
learning and hands on learning.
So there's, I said it earlier,flexibility is the name of the
game and with all of thesetechnologies.
I would just encourage you touse them and try them out.
Deb Tauber (41:26):
Thank you, thank you .
Well, this has been wonderful.
We appreciate your time andyour passion for education, and
if anybody wanted to get hold ofyou or somebody from UBSIM, how
would they do that?
Chrstine Vogel (41:39):
Oh sure, you can find UBSIM on LinkedIn and we
have a monthly LinkedInnewsletter as well, so you can
also follow us on our latestplatform, tiktok.
And please come and say helloto Marissa and I at IMSH.
We'll be in booth 108 inOrlando in January and we are
looking forward to seeing youthere.
Deb Tauber (42:01):
Thank you, thank you Thank you.
This has been a lot of fun, Allright everyone.
Disclaimer/ Interact Solu (42:09):
Happy simulating.
Thanks to Interact Solution forsponsoring this week's podcast.
Thanks for joining us here atThe Sim Cafe.
We hope you enjoyed.
Visit us at www.
innovativesimsolutions.
com and be sure to hit that likeand subscribe button so you
(42:36):
never miss an episode.
Innovative Sim Solutions isyour one-stop shop for your
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