The novel coronavirus (COVID-19) pandemic required a rapid shift to virtual learning. With that comes the need for innovative ways to maintain student attention, engage students in learning, and provide opportunities for collaboration with their peers during synchronous online class time. Clinical practicum courses in our nursing program have 1 of 3 semester hours allocated for didactic learning where faculty prompt students to reflect on clinical experiences, participate in small group activities, and build connections between theory and clinical practice. Nurse practitioner students in a clinical practicum course were divided into small groups and placed into breakout rooms on the virtual platform. They were instructed to build an infographic using a free web-based site in which they each explored a cardiovascular risk calculator. Students included the strengths and weaknesses of the calculator, appropriate populations for use, information necessary to complete a calculation, sensitivity, specificity, what to do with positive screens, and how they can apply the cardiovascular risk calculator to practice. The infographic needed to be both visually appealing and informative with succinct but pertinent information. Students then presented their infographics to the entire class to disseminate their findings. Having each group present allowed everyone in the course to learn about each selected risk calculator, while highlighting key information. Use of student-driven learning activities that require knowledge dissemination and active participation can promote student engagement while still conforming to the restrictions of virtual learning.