The patient consulted their attending physician after experiencing an episode of fatigue and then required blood tests. You have just begun your shift at the blood sample laboratory and the patient comes to see you for a venipuncture.

In this simulation, you will be acting as a Medical Laboratory Professional at a small town Hospital. While you work, you will have to troubleshoot quality control issues that arise.

During this simulation, you will inhabit the role of a clinical practicum student in their final week of a clinical chemistry rotation. You will work closely with a medical laboratory technologist who is in charge of the local quality assurance program. You will interact with short term and long term quality control data, and learn […]

This virtual simulation focuses on the prioritization of care among multiple patients. Three patients have been assigned to a newly hired nurse to a medical unit at a community hospital. The learning outcomes of this simulation is to recognize relevant cues that reflects the patient status to make timely interventions, demonstrate the ability to synthesize […]

The learner is working a day shift on an inpatient surgical unit and receives a post-operative patient from the post-anaesthesia care unit (PACU). The learner will communicate pertinent elements about the patient to other members of the health care team as appropriate using ISBAR.

This game promotes the application of knowledge required to receive patient samples in a clinical laboratory. Appropriate sample receipt is necessary for best patient results. Communicating to other healthcare professionals is imperative to interprofessional relationships and adequate patient care.

In this scenario, EMS must respond to a call for a person who is having a seizure. The patient has a history of alcohol and drug use complicating the emergency.

The patient is 55 years old. They came into the clinic for a checkup stating “I have not been feeling myself lately, and I wanted to get checked”. The patient requires a focused neurological assessment.

The patient is 55 years old. They came into the clinic for a checkup stating “I have not been feeling myself lately, and I wanted to get checked”. The patient requires a head-to-toe assessment.

You will be meeting the patient after their total right knee arthroplasty (total right knee replacement). This gaming simulation will offer the learner an opportunity to develop critical thinking, decision making and assessment skills when determining care in a post-operative environment.

The patient,aged 39, is seeking medical care for stomach pain. The focus of this AI-powered simulation is on collecting a full health history. The learner can then identify which assessments to complete.

The following simulation follows a patient through a visit to an acute emergency room setting. The patient experiences fluctuations in vital signs and presents a variety of subjective and objective data cues. The learner is required to cluster data to identify inferences about the client’s health status.

The patient is 65 years old and has been admitted to hospital after having a fall at home. You will hear a handover report from the night nurse and then proceed to begin your shift caring for the patient.

You will be attending to a patient who has just been extricated out of an apartment fire. You will be responsible for assessing, treating and transporting this patient to hospital.

The learners will gain an increased understanding of the support and decision-making required when caring for a client in the context of refusing treatment options/medications.

This virtual simulation game focuses on communication with a patient with different priorities. It identifies abnormal assessment data through analyzing relevant objective and subjective data to prioritize nursing interventions. This learning experience incorporates a CARE Steps model in order to foster effective mutual goal setting with a client. The learner will take on the role […]

This virtual simulation game focuses on a virtual healthcare encounter between a nurse or nurse practitioner working in primary care. The intended learners are undergraduate nursing students (year 3 or 4) and nurse practitioner students. This learning experience incorporates the CASE Method, a framework that health care providers can use to guide conversations with parents […]

This virtual simulation focuses on interprofessional teamwork and collaboration focused on the care of a morbidly obese woman who is admitted after a fall resulting in no injuries but unable to ambulate. After several days on the unit, she shares she is confused about the roles of team members and how they work together. She […]

The simulation has been designed to develop critiical thinking skills in nursing practice. The learner will encounter several complex patients in long-term care, recognize which siituations require the expertise of a RN, and when approaches such as advocating for the patient, delegation to another provider, and mentoring colleagues are needed.

Bullying can take on many forms, the intent of the simulation is to increase students/nurse’s awareness of bullying behaviors and how to effectively intervene when bullying occurs. Bullying can affect individuals professional and personal lives, impact patient care, and perpetuate negative behaviors in others.

The virtual simulation game will require the MLT learner to make critical decisions and actions. The learner will use the reporting tool on what information needs to be communicated and how between themselves and the members of the health care team to foster teamwork and the culture of patient safety.

The scenario takes place in the Emergency Department (ED) where a team of healthcare professionals receives a patient that has experienced a multiple trauma and subsequent cardiac arrest post motor vehicle accident. The team consists of two Registered Nurses, a Respiratory Therapist, and a Physician. The patient is brought into the ED and his wife […]

The patient has been transferred to the telemetry unit for recurrent narrow complex tachycardia and is being assessed for ablation therapy.The patient experiences another episode of a narrow complex tachycardia accompanied by hypotension.The rapid response team arrives to assist with the deteriorating patient,when the nurse experiences verbal abuse from a team member.

The learner will apply the principles of safe medication administration of a narcotic using different routes in the Geriatric population. You will be required to use clinical judgement, reasoning, critical thinking skills, and pas knowledge when choosing the appropriate narcotic based on the patient’s history and background knowledge. This scenario is not about the actual […]