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Revolutionizing Nursing Education: The Future of VR Simulations with UbiSim

• Deb • Season 3 • Episode 92

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The views and opinions expressed in this program are those of the speakers and do not necessarily reflect the opinions or positions of anyone at Innovative Sim Solutions or our sponsors. This episode of the Sim Cafe is brought to you by Interact Solution and cost-effective audiovisual simulation learning management system developed for instructors to record, organize, schedule, annotate and debrief student simulations, delivering timely, evidence-based feedback. Interact Solution is an ideal complement to your existing curriculum and can be customized for your simulation center. Contact Interact Solution today. Welcome to the Sim Cafe, a podcast produced by the team at Innovative Sim Solutions, edited by Shelly Houser. Join our host, Deb Tauber and co-host Jerrod Jeffries as they sit down with subject matter experts from across the globe to reimagine clinical education and the use of simulation. So pour yourself a cup of relaxation, sit back, tune in and learn something new from The Sim Cafe.

Deb Tauber:

Welcome to another episode of The Sim Cafe, and today Jerrod and I are here with the nurse educator team at UBSim. Some of you might know UBSim from 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 for being on today. And Christine, why don't you start out and tell our guests about yourself.

Chrstine Vogel:

Sure, thanks for having us. My name is Christine Vogel and I've been a nurse for about 25 years, with most of my experience rooted in cardiac care, intensive care, surgical care kind of the full gamut, as nurses do. And for a few years I balanced dual roles as a practicing clinician and as a clinical instructor, and that's when I discovered my passion for nursing education and finally made the jump to a full-time educator teaching BSN students. And in 2016, I was approached by my university's administration with a very exciting challenge to develop a simulation lab and curriculum for our nursing program from scratch. So when I started, it just started from one mannequin and it grew quickly into full-fledged simulation with dozens of scenarios across different modalities. And then, like many of us, during COVID, I had the chance to think outside the box and explore virtual learning opportunities for students, which really sparked my interest for innovative teaching methods. So, fast forward.

Chrstine Vogel:

In 2021, I joined UBSIM, diving headfirst into the world of virtual reality nursing simulations, and that was new for me. But I was really immediately drawn to how VR really opened up incredible opportunities for clinical judgment and solving some of the challenges that I really faced as a simulation coordinator, like lack of space, lack of faculty resources, equipment and time. So now I am the lead nurse educator and I lead our nursing team that designs peer reviews and pilots evidence-based scenarios for nurse learners peer reviews and pilots evidence-based scenarios for nurse learners and we collaborate with a really fascinating team of artists, ux designers that's user experience designers also quality assurance experts and engineers to really enhance VR features and create tools that are meaningful and align with nursing curricula. So we really get the privilege to help shape the future of nursing education and I get to do that with my two partners here, Marissa and Debbie.

Deb Tauber:

Thank you.

Debbie Loop:

So I'm Debbie Loop and before I get into my introduction, I would just like to say, as UBC nurse educators, we love what we do and we're very passionate about virtual reality simulations. So thank you for giving us the opportunity to be here today to discuss virtual simulation and UBSIM. So I began my nursing career 40 years ago with a specialty in trauma-critical care. With a specialty in trauma-critical care, over the years, my clinical experiences have included acute and emergency care, long-term care, home health and even correctional health. I'm a graduate of a three-year diploma program. I received my master's through University of Virginia and my doctor of nursing practice from Post University of Virginia and my doctor of nursing practice from Post University. It was my personal educational journey that drew me to a career in nursing education. So, as a certified nurse educator and a certified healthcare simulation educator, I'm bringing to UBSIM about 38 years of experience as a teaching professor.

Debbie Loop:

My passion in nursing education has centered around the integration of educational technology. So as an early adopter, I was instrumental in integrating learning management systems, handheld technology systems, handheld technology, e-portfolios, online education and simulation. So for the last 16 years I've held the position of simulation educator and coordinator. I was instrumental in integrating both formative and summative simulations for two undergraduate baccalaureate nursing programs, and my interest in technology has allowed me to expand my simulation experiences to include high fidelity simulators, wearable technology and now virtual reality. So as technology advanced, so has my technological curiosity. So I started dabbling with virtual reality around 2018, which led to the completion of a successful undergraduate VR pilot study in 2021. As I continued to use virtual reality, my love deepened, and so I decided to make the leap from academia to the world of virtual reality when I joined the UBSIM team in May of 2024. Now, as a UBSIM nurse educator, I'm combining my love for nursing, education and technology on a daily basis. So the question is what more could I really ask for?

Marissa Kloss:

Right, we like that, thank you, and my name is Marissa Kloss. I'm also part of the nurse educator team at UBSIM and my intro will be short and sweet because I do not have as much experience as Christy and Debbie. They're wonderful, they have great experience to bring. However, my background actually started in pediatrics, so I immediately went into a pediatric nursing role in a hospital setting when I graduated. I've been a nurse for 12 years, so that is my passion started with, you know, kids, caring for kids, and on that unit that I worked on, I had a role, along with the other nurses, of educating families and children that were newly diagnosed with type 1 diabetes, and so that is actually where I started to realize I enjoyed education working with these patients and families. I enjoyed education working with these patients and families, and so I kind of transitioned into a clinical instructor position while I was still working in the pediatric hospital and I was able to work for a variety of different institutions as a clinical instructor in their pediatric programs and their nursing programs, and I also found I really enjoyed that working with students and just seeing those moments when they have these light bulb moments go off and you really realize that you were able to show them something new and they're getting it, and that was just really exciting for me.

Marissa Kloss:

And in that role I was able to be exposed to simulation, so that was my first exposure to it as a clinical instructor. We would take our groups through pediatric simulations with mannequins, and so that was my first exposure. I really enjoyed that. I loved debriefing with them and really getting their thoughts and emotions on what was going on during that simulation, and I just saw that it was a great learning opportunity for these students and so that was where my passion for simulation started. And then I actually accidentally stumbled across the UBSIM position when it came open. So I've been with UBSIM since the end of 2021. So it's been three years and it's been a great three years. I've really enjoyed, as Debbie said, integrating education with simulation and scenario design. I really enjoy all of those aspects of this role that I have now.

Deb Tauber:

Thank you. So it looks like we've got a heavy focus on nurses here. We've got between the four of us Jared, you're not a nurse We've got over 100 years of experience. We should be able to have some interesting conversations here about nursing and nursing education and history. So, Marissa, what is UbiSIM?

Marissa Kloss:

for those who might not know, yeah, so we have been around since 2017 is when the company started and we've had a really great opportunity to serve so many nurses and programs and again we appreciate the editors at Time as well for that recognition recently. But UBSIM is an immersive virtual reality simulation platform that does focus on nursing education and, in general, VR is a little newer of a simulation modality, but at this point there have been many adopters to this evidence-based learning experience and so it's not as novel as it was maybe five years ago. But we do still recognize that it can feel a little overwhelming for programs and nurse educators and faculty to implement this into their simulation curriculum because it is still a little bit new.

Jerrod Jeffries:

One question for your point, though, is when did you you said it's a little newer when did UBSIM and you, as nurse educators, start getting into the VR world with the nurse education?

Marissa Kloss:

So we really saw it take off just during COVID with having to have hybrid learning experiences. We were not able to get into the hospitals to actually care for patients and have our students really take care of patients and see them, and so faculty had to pivot and simulation, and specifically virtual reality simulation and a lot of programs, became adopted very quickly because of the ability to do it from your home or really from anywhere, and so that's where, in the last five years or so, that we really saw this being adopted even more, and so I think that just sped up the adoption of VR simulation in general for not just nursing programs but lots of other healthcare programs as well, so kind of took off because of that.

Debbie Loop:

Okay, great.

Marissa Kloss:

And then, just for anyone that hasn't been in UBSIM or hasn't been in virtual reality, just kind of the experience of it. I'll share just a little snippet of my own experience. When I first got into the headset I did feel a little bit on edge and a little anxious at first my first time in UV Sim just because it felt so incredibly real. The patients right there in front of you, they were looking at you, they were talking to you, it just felt so real. But after two to three times you get comfortable with those interactions and you really can just be a nurse and so it simulates that real world experience so well, which is why that virtual reality for our nurse learners is just so great at that educational experience and you just disconnect from reality and you're just in that patient's room and your attention is on that learning opportunity, and so it really creates that ability to do these nursing tasks and take care of your patient as you would in real life, and so, yeah, it's just a really great overall experience in VR.

Jerrod Jeffries:

So are all three of you working directly with VR? I'm seeing a common thread here.

Chrstine Vogel:

Yes, so we are working together on the team that develops these scenarios and informs the features that are coming on our platform. So we look at the AACN, we look at NCLEX, we look at current trends and we see scenarios that need to be built. We hear from our partner programs and we also talk a little bit about competency-based education in the upcoming time as well, and so we work on the newest and latest scenarios and features for our nurse learners.

Jerrod Jeffries:

And how many scenarios are currently available?

Chrstine Vogel:

So we have currently over 50 scenarios on our platform. But what is really interesting about UBSIM is that we have an intuitive editor, so anyone can create scenarios. Of course, you would use best practice standards to create those scenarios, but I always say if I can get in and create a scenario, anyone can do it. It's no coding, it doesn't require a lot of technical knowledge.

Deb Tauber:

Can the programs purchase or go ahead and get your your system develop their own scenarios?

Marissa Kloss:

Yes, they can. So with a purchase of UBSIM, you get access to our entire catalog of over 50 scenarios and you also get access to that entire editor, so anyone can edit one to either make them more difficult or scale them back in complexity, depending on their learner level, and they can also build these scenarios from scratch inside the editor. So you really have a lot of options with customizing scenarios to meet your learners' needs.

Jerrod Jeffries:

And one maybe logistical question do they have to purchase headsets from you or is this something that you can just deploy the software? So say someone, some institution already has 20 headsets.

Marissa Kloss:

Can they just take the scenarios into those headsets or does it need to be bundled between the two yeah, they can just purchase their own if they already have them, and then you can put UBSSIM right into that headset, create your accounts and you're good to go.

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Jerrod Jeffries:

It's great that we have the three of you, because we're seeing all this momentum going into the VR initiative push, whatever you want to call it and seeing the market grow for this type of consumption and new educational initiative is great, but it's also great when we see the amount of resources being poured into this type of activity, where I think, Christina, you even mentioned about you know the clinical judgment piece, but lack of resources, space equipment, et cetera. Vr does solve a lot of these issues. Vr does solve a lot of these issues. I don't think there's ever a silver bullet, so to speak, but I think that you, being very close to the educational side for nurses, is able to really bridge that gap. So if we can talk a little bit about some of the scenarios, I would be all ears in terms of what type of discipline, what type of areas, what is this solving specifically, or how does UBSIM actually do it, differently from some of the other companies that we've heard from on the VR front? So I'd love to hear some of that.

Chrstine Vogel:

Yeah, great question Jerrod . So we've had the privilege of watching VR become rapidly adopted over the last few years and I think some of it is because of the problem space of really the challenges of getting more simulation time etc, etc. But also we're seeing that it's well-liked by learners as well and it really helps them to develop those skills. So really, what UBSIM offers is a high fidelity, immersive virtual reality where nursing students and practicing nurses can safely practice and refine their skills. So when we talk about high fidelity, we're talking about physical fidelity. The patient looks really real inside the room. We're getting that multi-sensory experience. So they're looking real, we feel their pulses with haptic feedback, we can hear, we can auscultate, we can grab and move the way that we want to in the room and, like Marissa said, just be a nurse and I take that just very lightly, because being a nurse it's just, it's really complex and it's it requires a lot of skill.

Chrstine Vogel:

So I remember, just thinking back at when I was coordinating and facilitating simulations the students only had one chance to perform each simulation and they came to me all the time and they wanted to repeat the simulation after the debriefing. They know what they would do better next time, but they didn't have that next time until the patient was right there. They really wanted to build their competence and their confidence but, like we were saying, there wasn't enough space, faculty, time, consumables we just couldn't get them in for the amount of simulation time that they craved and that we knew that they needed to be able to repeat and master the experience. So what a major takeaway was was one time may not be enough.

Chrstine Vogel:

We may need to repeat these scenarios, and I feel like UBSIM really offers that. Once the scenario is done, they immediately get their feedback and this scenario is repeatable, just with a quick reboot. Just let's start another session and do better and see how we do. So what we're really trying to do with UBSIM is develop clinical judgment. So what we're really trying to do with UBSIM is develop clinical judgment, therapeutic communication, empathy, teamwork and resilience, and so we want to really boost that confidence and competence as well.

Marissa Kloss:

And when we talk to hospital partners as educators.

Chrstine Vogel:

Those are the things that they're requesting With your new graduates. This is what we want to see more of this. So, when we talk about clinical judgment, we've got a great scorecard on NCLEX results for 2024. We're looking at a 93% pass rate for first time US educated graduates. But we're really seeing a crisis in competency, with the literature noting that only 9% of new graduate RNs are in the acceptable competency range for a novice nurse. So there's a huge gap there and we know, and the literature shows, that simulation really helps to bridge that gap and can prepare learners for real-world clinical practice.

Chrstine Vogel:

So what we offer is this catalog of evidence-based scenarios, from novice to advanced, throughout the curriculum and, like Marissa said, it's customizable so you really can increase or decrease the complexity of the scenarios. We look at the clinical judgment measurement model and some of those layer four elements so you can change the environment. You can change the time pressure, how your patients presenting how acute they are, cultural considerations, difficult conversations, de escalation all of these pieces you can add to your scenarios. And I know for me, when I look at a scenario, I'm always in on. The scenario typically looks pretty good. I'm always thinking I really wish I could tweak this part, or I really wish my patient would say this or you know, have this change so we can do that in UBSIM, which is really, really exciting, and so, yes, Well, actually you got me thinking here as well.

Jerrod Jeffries:

And how does debriefing work with VR?

Chrstine Vogel:

Yeah.

Jerrod Jeffries:

I really, because I mean, is it multi-participant or is it just more one-on-one? Because obviously one of the big benefits with VR is it's almost student-led learning in a way, but then when it switches back to the faculty being involved in instructor how does that work with groups, or is that individual?

Chrstine Vogel:

It's very flexible, I will say so. With any modality, it needs to be based on best practice standards. And, Debbie, do you want to talk about the progression of the simulation, from the pre-brief to the simulation, to the debrief?

Debbie Loop:

Sure, yeah, as Christy mentioned, you know, the nice feature for virtual reality is the standardization that every student faces that same scenario, eliminating any variability that we often see in the clinical setting. It's also scalable, as she mentioned, so that we can adjust the scenarios to the student needs and hopefully over time we're going to see an improvement in that proficiency. And then she has been talking about personalizing the scenario through the editor and adaptations there, and that is one of the great features about UBSIM. In our package and I like to look at UBSIM really as a package it is focused on the standards of best practice and theoretical learning, educational foundations. So we develop the scenarios by us, the nurse educators, and, as you heard through the bio, we're bringing in a lot of nursing experience. But we're also simulationists and so that helps to ensure that we have rigorous and measurable learning objectives and that the pedagogical strategy is really strong. And what we try to do when we develop a scenario is really mimic real world challenges without having to deal with the real world consequences if a student makes a mistake. So we do provide feedback during the simulations. We also provide pre-briefing and preparation materials so when they buy the package they will have preparatory work for simulation where they can look up medications, they can look up diagnoses. The nurse educator can really customize the preparation and assignment based on the learning outcomes and then students will perform the simulation ranges anywhere from about 15 minutes to 30 minutes in length. And we use a dialogue facilitator so that there's actually two people doing the simulation, one that kind of controls the dialogue of the patient and provider, and then the active learner who is actually performing the simulation. Now UBSIM also offers multiplayer opportunities so we can add other players to the scenario. In case you want to have two or three, four individuals in a particular scenario, you can do that and that's going to help enhance that teamwork and team building skills.

Debbie Loop:

So after the simulation is complete, students will receive a feedback report and it's in this feedback report that they will see timestamps and they will see critical actions and any performance gaps, what they did well with and what needs improvement, and everything is linked to evidence-based, so they have resources that they can delve into and read more about. And also this feedback report can be used to help facilitate debriefing and one of the things that we offer our students is a list of reflective questions following the simulation. So ideally this would be the student sitting down and looking at those questions, really reflecting upon their own action and thought process why did they do what they did and what went well, what didn't go well, what would they change about this, and so forth, so they can really process it individually. And then our goal is to have nursing faculty come in then and bring in a group of students and talk about their experience. What were some of the common mistakes? You know, what were some of the things that they learned from this?

Debbie Loop:

How can this translate into clinical practice? Because it's really, you know, our ultimate goal is safe patient care. So we have faculty then encouraging that debrief, and then the last piece of the package then is the NCLEX style questions, that we create a quiz regarding the scenario, and then we end with an unfolding case study, which actually is a future point in time with this particular patient and you know another experience either they deteriorated or got better, and now we're focusing on education or something along that line, but it continues the scenario, and that unfolding case study then is tailored after the new NCLEX style exam, and so it really is a complete package that incorporates all of the best practices recommended to us by our international simulation organization.

Deb Tauber:

Now, what about education and focusing on competency-based learning? How would nurse educators use this simulation to meet this pedagogical shift?

Debbie Loop:

Yeah well, that's definitely a hot topic in nursing education as we shift the educational paradigm from content delivery to performance outcomes. This shift from time-based learning to mastery of knowledge, skills and attitudes really is the core of competency-based education. So the question is no longer how many hours are students spending in the classroom, but rather how prepared are they to face the complexities of clinical practice. So our traditional methods often struggled to assess competencies objectively or provide sufficient opportunity for hands-on practice. The nice thing about competency-based education is that it addresses these gaps by emphasizing clear, measurable outcomes, which in turn, helps to bridge that gap between theory knowledge and real-world application. Students must meet specific skills and knowledge benchmarks before they can actually progress in the curriculum, and so simulation is revolutionizing how we prepare nursing students for real-world challenges without suffering from the real-world consequences.

Debbie Loop:

Scenarios can range from managing cardiac arrests to practicing communication with difficult patients. So the beauty of replicating high-stakes situations is that it enables learners to build that confidence and competence that Christy referred to earlier, to the NCLEX test plan, but also to the NCSBN clinical judgment measurement model and the 2021 AACN essentials. So this is going to help nurse educators identify and track and measure professional competencies. With virtual reality, educators can assess technical skills, critical thinking, decision making, through tasks like diagnosing human responses or performing procedures or managing emergencies. A lot of the programs also have built-in analytics that track performance, so that nurse educators now have objective data that they can use to assist them in assessing competencies. So it's clear that combining competency-based education with virtual reality simulations has immense potential to transforming nursing education. By focusing on measurable outcomes, leveraging technology, our learners are going to be better prepared for the complexities of healthcare.

Jerrod Jeffries:

Sounds like this is being led through nurse educators such as yourself for all this.

Debbie Loop:

Correct AACN. You know, when you look at baccalaureate education, we are accredited through. One of the accreditation organizations is AACN, and they have put out the 2021 essentials. This is what reflected that shift from content delivery to competency outcomes, and so now the direction for nursing programs is to focus on those performance outcomes, and that is why baccalaureate programs are shifting their focus now, because we're going to have to have objective data and proof that our students are meeting. There's actually 10 domains within competency learning that our students are going to need to meet, and it's up to nurse educators to make that happen, and so the nice thing with virtual reality is it is a tool that can be used to help in that process.

Chrstine Vogel:

That's a good point, Debbie. And then also having the editor, I think, is also key in that competency building, because we need to start from you know, day one, practicing those competencies and showing how learners, you know, do with those competencies. But then adding complexity, adding content and being able to track that longitudinally is absolutely key for learners. So the name of the game is really flexibility.

Deb Tauber:

I think that's the name of the game in nursing period. That's the truth, Marissa. What do you think is a newer nurse? Where things are going to go from here.

Marissa Kloss:

Yeah, that's a really good question. I have seen just in my own practice, especially as a clinical instructor, there has been a change in the course of 10 years that I was teaching undergraduate nursing students. There's been a change in the generations of how students want to learn and how they best learn, and so they are actually very quickly. The newer generation is pretty quick at wanting to have these new opportunities and this new technology. They quickly latch onto it. They know how to use it very quickly. It's not as much of a learning curve because they're used to those things rapidly evolving technology and they're really excited to use virtual reality in their programs. It makes them that. I feel like that excitation with the learning opportunity. It makes it memorable. They look forward to being in VR and caring for their patients. It's really exciting for them and so I can see a lot more programs starting to adopt this because it's a great learning experience and really prepares students, but also because that's the demand. That's what learners want now.

Deb Tauber:

Now, Christine, as we look forward to 2025, what do you see as changing and growing and things that are going to be different in 2025?

Chrstine Vogel:

Well, I think the requests that we're getting and the data that we're getting really shows that we need to continue with these experiences and, as nurse educators and nursing simulationists, I do believe we're equal opportunity modality simulationists. There is a space for all of it. And so, jared, you had mentioned, like growing the pie, there's enough learning for for all of these modalities and we need to be choosing the right learning modality for the learning objectives that we want to accomplish with, of course, all of the considerations that come with running a simulation. So I really foresee in UBSM and one of the things that we're really hearing a lot of positive responses from is the deep and rich storyline of our scenarios and really focusing on therapeutic communication and empathy skills. So, from a scenario standpoint, I think that's going to continue.

Chrstine Vogel:

Our scenarios really feature diverse patients across the lifespan. We have a focus on underrepresented and marginalized groups, so we really want to aim to promote equitable and inclusive learning and nursing education. So we have a few patients that I have in mind right here, where learners get the chance to connect with and interact with patients from various races and religions, ethnicities, sexual orientations, gender identities, really to develop cultural humility. So I think that's one of the pieces of nursing education that's so special we look at the whole patient. So, for instance, we have a patient in our catalog who is elderly and unhoused with pneumonia. So we have our learners really learn about and experience what it's like for cases involving estrangement, long-term consequences of untreated chronic illness and really, you know, developing that compassion and patient-centered care. We have another scenario with a patient with a newly she's newly diagnosed with HIV, and so it asks the learners to consider the impacts of social determinants of health unemployment, inconsistent health care, complex relationships. It's really deep storylines. And then this year we released our first transgender male undergoing gender affirming hormone therapy and he's experiencing abdominal pain from an ovarian cyst rupture. So learners get to practice empathy and supporting this patient with inclusive language and asking about his pronouns and his health history. So overall, from a scenario standpoint, our goal is to make this high quality simulation really accessible and allow them to hone their skills, whether it's medical or if it's therapeutic communication or it's teamwork or it's all of these things.

Chrstine Vogel:

From a technology standpoint, the technology is just getting better from here. So it has been really nice to see the MetaQuest 3 come out and then the more affordable MetaQuest 3S more comfortable, better optics on it, much lighter and much more wearable. I foresee that we're going to see all kinds of things in the future and we'd love to see some hand tracking get further developed to get more into the psychomotor skills as well. We feel like VR is really superb at the cognitive and affective domains of learning but and some psychomotor but I'd like to see more of that fine detail and getting learners to practice skill-based learning as well. So those are some of the things.

Chrstine Vogel:

And then we're always working on things and releasing about three or four times a year, and we just had our latest release and we have updates to our features like GI and gastrointestinal upgrades, so abdominal distension, four quadrant auscultation, some practice fidelity enhancements. So now we have an incoming phone call into the room really introducing distractors, and so we know that a lot of mistakes are made in nursing just from distractions in practice, especially around medication administration. So we're always thinking what do our learners need next? What do our educators need to see? And we hear all of this feedback from our partner programs and prospective partner programs as well.

Chrstine Vogel:

So these innovations really challenge our learners to think critically and prioritize and make decisions under pressure, which helps to bridge the gap between simulation and real-world practice. So you'll see innovations in scenarios and innovations in technology and coming together it's the best of both worlds.

Deb Tauber:

Is there anything you would like to leave our listeners with Debbie? You want to start?

Debbie Loop:

I would like to be an encourager to nurse educators and encourage them to reach beyond their comfort zone. Technology tends to be a term that is a barrier and people kind of withdraw from that, that thinking they can't manage technology. But technology has come so far now and we recognize, you know, bridging that gap so that the comfort zone is a little more palatable and that they would be willing to try things. And so I would say reach out, be willing to, you know, have an open mind, open heart, try new strategies and experiences. Try new strategies and experiences and I think you might be surprised by how much you really do enjoy and eliminate some of that fear.

Deb Tauber:

Thank you, thank you, how about you, Marissa?

Marissa Kloss:

Yeah, sure, I mean I second what Debbie had said to really try these new technologies and really listen to your learners and their needs are and that can really progress if they have a buy-in to. Why are we doing this simulation? Why are we learning these things? Really explaining that overarching we want to understand nursing and nursing as a holistic profession and really listening to their needs, because that buy-in is also so important with your learners, to get them on board with learning and why are we doing the things we're doing. So I think that's really important.

Deb Tauber:

Thank you, thank you. How about you, Christine? Anything you want to leave our listeners with today?

Chrstine Vogel:

Sure, well said, Debbie and Marissa, and I will third all of that as well.

Chrstine Vogel:

So I think for all of us we've been in the position of being a nursing student, struggling to get the concepts and translate that to what that means for real practice. And then we've been novice nurses and shaking in our boots, thinking, gosh, I wish I was more confident and competent. And then nurse educators kind of watching that unfold as well. So I think, in just building upon what Debbie and Marissa said, just jumping in and really trying these technologies and seeing the difference, that it can make those aha moments and hopefully making the workload easier as well.

Chrstine Vogel:

So it's not just the amazing experience. Our goal is to make this meaningful experience that's pretty easy to integrate into the simulation program as well, and I would also encourage integration in alternate use cases. So I think about how many times I did a three-hour lecture for my learners and I wonder how many of them were shopping on Amazon versus Wow, we could get in the headset. And you know, really practice, all of these anti hypertensive, this class that we did, let's do medication administration and really it just infuse every bit of 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 these technologies. I would just encourage you to use them and try them out.

Deb Tauber:

Thank you, thank you. Well, this has been wonderful. We appreciate your time and your passion for education, and if anybody wanted to get hold of you or somebody from UBSIM, how would they do that?

Chrstine Vogel:

Oh sure, you can find UBSIM on LinkedIn and we have a monthly LinkedIn newsletter as well, so you can also follow us on our latest platform, tiktok. And please come and say hello to Marissa and I at IMSH. We'll be in booth 108 in Orlando in January and we are looking forward to seeing you there.

Deb Tauber:

Thank you, thank you Thank you. This has been a lot of fun, All right everyone.

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