Utilizing Virtual Simulation to Apply IPASS and ISBARR
Overview
Students complete a medical-surgical virtual simulation (VSIM) independently and then participate in a faculty-guided small group activity. During the activity, students discuss rationale and prioritization for interventions completed throughout the VSIM and collaboratively prepare an ISBARR communication between the nurse and provider for a patient need that occurs during the VSIM. Students are then assigned to individually complete a video presentation of an IPASS handoff to the oncoming nurse.
How to Use
- Assign virtual simulation and prep worksheet for student completion prior to class meeting.
- Meet as a small group of students with faculty.
- Simulation prebrief includes orientation to the day and completion of virtual simulation pre-quiz to identify gaps in comprehension.
- Complete assigned virtual simulation as a group, pausing simulation to prioritize order of assessments and interventions.
- During the virtual simulation, there is a point of care requiring communication with the provider. Students work collaboratively to create an ISBARR utilizing current simulation data.
- Students discuss debrief simulation questions and complete the virtual simulation post-quiz.
- Faculty lead a discussion comparing ISBARR and IPASS.
- Students individually complete a video presentation of an IPASS handoff to the oncoming nurse based on the virtual simulation patient care experience.
Integrative Learning Strategies
- Small group discussion and collaboration
- Interactive virtual simulation
- Simulation prebrief and postbrief
- Video presentation
Assessment Strategies
- Video presentation with grading rubric
Learning Objectives and Exemplars
Learning Objectives
- Promote patient health in a culturally relevant manner through collaborative processes.
- Provide competent care and meaningful comfort to the patient.
- Use critical thinking, technology, and evidence-based findings to make decisions.
- Communicate through verbal, nonverbal, and technological means with the patient and interdisciplinary team to achieve mutually determined health outcomes.
Exemplars
Possible Courses
- Health assessment
- Fundamentals
- Clinical Seminars
Additional Resources/Publications
vSIM Detailed Faculty Guide and Grading Rubric
vSim Student Instructions for Rashid Ahmed
Sub-competencies for entry-level professional nursing education:
1.3a. Demonstrate clinical reasoning.
5.1c. Implement standardized, evidence-based processes for care delivery.
5.2f. Use national patient safety resources, initiatives, and regulations at the point of care.
6.1b. Use various communication tools and techniques effectively.
6.3c. Communicate with team members to clarify responsibilities in executing plan of care.
6.1e. Communicate individual information in a professional, accurate, and timely manner.
Posted: June 30, 2026
Submitted by:
Bethany Gerdin, PhD, RN, CNE, Associate Professor, Bethel University
Laura Nugteren, EdD, RN, CCRN, Associate Professor, Bethel University
If you would like to cite this resource in your own work, please use the following citation:
Gerdin, B., Nugteren, L. (2026). Utilizing Virtual Simulation to Apply IPASS and ISBARR. Excerpted from the Essentials Teaching Resource Database. American Association of Colleges of Nursing, Washington, DC. Available at https://www.aacnnursing.org/AACN-Essentials/Implementation-Tool-Kit.