In virtual simulation, learners make decisions in a computer-based clinical scenario and observe the consequences. It can range from a screen-based case to an immersive environment. A digital lecture or a video watched without decisions is not necessarily the same kind of learning activity.
The National League for Nursing includes virtual and computer-based experiences within the range of simulation methods. That classification does not establish that every product teaches the same capabilities, or that a virtual experience can replace any particular clinical placement.
Start with what the learner will do
Review the learning objective and the actions the software allows. A program might be useful for choosing which information to review, organizing priorities, or practicing a communication decision. If a physical skill is the objective, ask how hands-on performance will be taught and assessed separately.
Useful questions for a course or product demonstration include whether learners explain their reasoning, whether the case changes in response to choices, and whether feedback addresses the objective. A total score can conceal important details: it may combine speed, correct selections, and completion in a way the learner does not understand.
An illustrative use
In a fictional virtual case, a learner reviews a record and selects what to include in a handoff. After completing the case, the learner writes a brief explanation of why each selected item matters. A facilitator then compares the explanation with the learning objectives and asks what additional information would change the report.
The exercise separates clicking the preferred answer from explaining a defensible choice. It could be followed by a spoken handoff with another learner. This is an illustrative teaching design, not evidence that a specific product improves clinical outcomes.
Plan for access and feedback
Before a required activity, confirm device compatibility, internet needs, accessibility features, and technical support. Ask what happens if a session disconnects or a response fails to save. A technical interruption should be distinguishable from an incorrect clinical choice in the assessment record.
Clarify how feedback and debriefing will occur. Automated messages may explain a selected answer, while a facilitated discussion can explore assumptions or questions the program did not capture. The course should make clear whether repeat attempts are practice, graded work, or both.
Understand substitution claims
Clinical-hour credit depends on the program and applicable regulator. A vendor's suggested number of learning hours does not establish how a nursing program may count the experience. Obtain the program's current written explanation before relying on virtual work to satisfy placement requirements.
When evaluating research, check the actual format studied, the learners, the comparison group, and the outcome. Satisfaction with an interface, knowledge test improvement, and performance with patients are different findings. An article about one simulation method should not be used to promise equivalent results from every digital platform.
Related
Nursing Simulation · Debriefing After Simulation.
Sources
- NCSBN: National Simulation Guidelines (accessed 2026-09-17).
- National League for Nursing: A Vision for Teaching with Simulation (2015) (accessed 2026-09-17).