CONTENTS
SECTION I: THE EVOLVING VIRTUAL LEARNING LANDSCAPE
1. Assessing the Virtual Learning Landscape 3
Dee McGonigle
2. Faculty Administrators Students Technology Strategic Integration Model© 25
Randy M. Gordon
3. Application of the Faculty Administrators Students Technology Strategic
Integration Model© as the Basis for Integrating Virtual Educational Technologies 31
Randy M. Gordon
4. Technology’s Impact on Society and Culture 43
Michael H. Reitzel
SECTION II: FACULTY PERSPECTIVE—PEDAGOGICAL
APPLICATIONS AND SPECIFIC INTEGRATION STRATEGIES
5. Opportunities and Advantages With Virtual Technology Integration 59
Megan Keiser and Carman Turkelson
6. Challenges and Disadvantages With Virtual Technology Integration 71
Rebecca A. Burhenne, Kristin A. Kerling, and Randy M. Gordon
7. Faculty Role in Integrating Virtual Simulations 87
Dee McGonigle, Randy M. Gordon, and Diana Meeks
8. Preparing the Instructional Environment 97
Julie McAfooes
9. Nexus of Game Development: Curricular Integration and Faculty Development 113
Eric B. Bauman, Penny Ralston-Berg, and Gregory E. Gilbert
10. Design and Creation of Virtual Gaming Simulations in Nursing Education 127
Jennifer L. Lapum, Margaret Anne Verkuyl, Michelle Hughes, Oona St-Amant,
Daria Romaniuk, Lorraine Betts, and Paula Mastrilli
11. Virtual Gaming in Nursing Education 143
Natália Del Angelo Aredes, Suzanne Hetzel Campbell, and Luciana Mara Monti Fonseca
Contributors vii
Authors’ Note xiii
Preface ix
Ack nowledgments xi
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vi CONTENTS
12. Nursing Student Simulation Scenarios Within a Virtual Learning Environment 159
Pamela L. Grant
13. Enhancing the Rigor of Virtual Simulation 175
Simon JR Cooper and Fiona Bogossian
SECTION III: STUDENT PERSPECTIVE—WORKING WITH
STUDENTS TO IMPLEMENT VIRTUAL LEARNING STRATEGIES:
MAXIMIZE LEARNING AND SUPPORT TRANSITION TO PRACTICE
14. A Student’s Journey Encountering a Virtual Learning Environment: A Pathway
From Novice to Expert 195
Karen West
15. Mentor Role in Virtual Simulation–Mediated Learning 211
Rebecca J. Sisk
16. Creating Interprofessional Simulation Scenarios in Virtual
Learning Environments 223
Ellen Jakovich
17. Advancing Nursing Informatics Knowledge and Skills Using a Virtual
Learning Environment 233
Carolyn Sipes
SECTION IV: ADMINISTRATIVE PERSPECTIVE—NAVIGATING THE CHASM
WHEN A PROFOUND DIFFERENCE EXISTS AMONG STAKEHOLDERS,
VIEWPOINTS, AND FEELINGS REGARDING VIRTUAL SIMULATION
18. Administrative Perspective 247
Suzanne Hetzel Campbell
19. Administrator Role 261
Dee McGonigle and Randy M. Gordon
Epilogue: Faculty Administrators Students Technology Strategic Integration Model©: Analysis, Synthesis,
and Application 269
Appendix A: Simulation Integration Strategies 273
Appendix B: Proposal Strategies 275
Abbreviations 281
Glossary 283

As technologies emerge and administration and faculty pioneer, the learning landscape
will continue to change dynamically. We have a collective responsibility to
ensure that educational activities we associate ourselves with are conducted to the
highest ethical standards. The convenience, the potential for innovation, and the
opportunities to expand education in new and exciting ways are all temptations to
fall into the trap of justifying the means with the ends. Throughout this text, you
were challenged to reflect on your current learning setting and learning tools. It is
important that we continually assess how we approach teaching and learning so
that we can explore and integrate new instructional technologies.
The process of technology integration is continually shifting. Successful integration
of technology with nursing curriculum is contingent on a myriad of contributing
factors, not the least of which is that technology and curriculum continue to
develop. A growing trend in nurse educator literature is the need to transform nursing
education to include technology as a fundamental educational tool. The Faculty
Administrators Students Technology Strategic Integration Model© (FAST SIM) provides
a framework for the development of effective communication, as well as guidance,
for the technology integration process. To achieve successful integration of
technology with the nursing curriculum, the FAST SIM© posits that equal appreciation
and recognition must be given to faculty, administrators, and students as
significant contributors to the technology integration process. As stakeholders, all
contributors find relevance in applying the model from their individual perspective
and particular needs. Preparing the instructional environment

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