When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.

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Background: The global pandemic of 2020 forced preli-censure nursing degree programs to rapidly reevaluate clinical teaching methodologies. To maintain high educational standards with minimal anxiety and disruption for students, a child health teaching team developed an innovative revised plan for facilitation of clinical experiences within the virtual learning environment. Method: Experienced faculty employed a series of clinical learning activities in the online environment using existing virtual simulations, along with new innovations including a digital escape room, unfolding case studies, and blended prioritization simulations. Results: Information gleaned from student evaluations identified self-reported increases in clinical reasoning, prioritization, communication, and critical thinking skills. Students appreciated a more relaxed pace that allowed for more time to think through the processes. Conclusion: Virtual activities can be as effective as in-person clinical learning methodologies. Integrating virtual activities into clinical curricula can be a viable option, especially in areas where clinical placement is limited. [ J Nurs Educ . 2021;60(3):177–179.]

Acute care pediatric clinical experiences for undergraduate nursing students can present a challenge given the limited availability of clinical sites, increased restrictions, and variations in direct patient care experiences. Unfolding virtual individual patient pediatric simulations were developed using complex pediatric disorders with multiple physiological, psychosocial, and developmental components. Ten unfolding simulations were implemented to standardize clinical experiences and replace clinical hours. Students were evaluated using the Quint Leveled Clinical Competency Tool, demonstrating overall progressing ability to use clinical reasoning skills. Unfolding virtual individual patients allow for deliberate, coordinated, and consistent exposure to clinical experiences and are a valuable substitution for traditional clinicals.