ABSTRACT
BACKGROUND: The COVID-19 pandemic has disrupted the methods used to develop clinical judgment in the simulation setting. In many cases, virtual simulation has replaced face-to-face simulation but lack of interaction between the students and educators is a limitation. SAMPLE: Ninety-six prelicensure baccalaureate nursing students at a Midwestern university participated in the end-of-semester simulation as part of the course. METHOD: Based on the review of aggregate standardized test results, a simulation scenario was developed using a synchronous online format with educators portraying nurses and patients using a fun approach. At three predetermined stopping points, students discussed further nursing actions which were performed by the educators, followed by debriefing at the end of the scenario. RESULTS: Simulation evaluation as part of routine systematic simulation program assessment indicated students perceived both pauses for discussion during the scenario and debriefing at the end were valuable in promoting their learning. CONCLUSION: This project is consistent with research which found virtual simulation enhances student learning and clinical judgment. The positive perception of students about the use of humor through implementation of the simulation scenario was consistent with current research related to student engagement and motivation to participate.
