Standalone scenarios are ideal for various use cases because they are session-less, can be assigned at any time, and include a scoring rubric.

The hearing distressing voices simulation scenario

The Hearing Distressing Voices Simulation is an innovative, empathy-building experience designed to help students, mental health professionals, and first responders understand the challenges faced by individuals experiencing psychosis.

These scenarios allow students to learn in a safe environment by immersing them in realistic patient-care situations. This realistic setting enables learners to suspend disbelief and gain valuable experience with clients diagnosed with schizophrenia, potentially reducing negative perceptions.

Typically, students work in pairs, alternating roles of patient and nurse (unless standardized patients are used). In the patient role, a student, attending a first post-hospitalization appointment, wears headphones to listen to simulated auditory hallucinations. As the nurse, the student conducts an interview and performs a psychiatric nursing assessment. After the simulation, students submit a written debriefing report that includes personal reflections, identification of communication barriers (from both roles), and insights on how the simulation impacted their knowledge, skills, and attitudes regarding patients with auditory hallucinations.

Using the Standalone evaluation in this context is beneficial, as it allows for attaching an audio file to the evaluation without requiring a recorded session if the evaluation is formative.

Learning activities

Standalone evaluations are ideal for any learning activity that requires submission for a grade, such as homework assignments or preliminary tasks before a simulation event.

Lab environments

A lab environment like a Procedure Day involves students rotating through various task trainers to practice skills such as venipuncture, ABG, injections, and abscess management, with a grade assigned for each station. Post-Covid, these days have proven particularly beneficial for medical students who are unable to physically attend their clinical sites to complete required procedures during their first and second years. They can "test-out" on task trainers during these Procedure Days or other designated lab skills sessions.

Using the Standalone evaluation in this context is advantageous, as these events are not recorded and function as full-day activities. If a recorded session is unnecessary, students can complete their Standalone evaluation checklist to demonstrate their competency in these skills.

Remote based activities and those not requiring a recorded session

Standalone evaluations are ideal for remote activities or those that do not involve a recorded session. Since they rely solely on manual assignments, educators can assign them at their discretion, regardless of the workflow.

This manual assignment feature offers advantages over course-level scenarios, as data from Standalone evaluations can be organized within an existing course or combined with other evaluations that an educator may wish to include in the activity.

Furthermore, Standalone evaluations effectively bridge the gap between clinical environments and simulation/lab activities. By making Standalone evaluation information accessible alongside simulation/lab tools and consolidating it in one place, demonstrating competencies becomes much simpler. Additionally, the reporting features provide valuable insights into student progression and curriculum alignment, making it an excellent solution amid the increasing focus on Competency-Based Education.