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Jallad ST, Işık B. The Effectiveness of Immersive Virtual Reality Simulation as an Innovative Learning Strategy for Acquisition of Clinical Skills in Nursing Education: Experimental Design. Games Health J 2024. [PMID: 39159045 DOI: 10.1089/g4h.2023.0139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/21/2024] Open
Abstract
Background: A transformation of learning in nursing is necessary to prepare students for developing complex clinical environments. The essential aim of clinical nursing learning is to enhance the integration of theoretical knowledge in the clinical environment by using various innovative strategies, such as immersive virtual reality (VR) simulation to develop a learning process that allows students to gain knowledge and perform skills in a visually attractive way, which enhances the quality and safety of clinical learning through repeated exposure to educational content that supports students' cognitive and psychomotor skills. Objective: This study was aimed at determining the effectiveness of immersive VR simulation as a learning strategy on the acquisition of intramuscular injection skills in nursing education and the performance level of nursing students compared with a physical learning environment (low-fidelity simulation). Materials and Metods: The experimental design (pre-post-test) was used among first-year nursing students (N = 66) (control group = 33, hip model and experimental group = 33, VR simulation) of the summer semester of 2019-2020 in the Faculty of Nursing at Near East University in Cyprus. Results: There is a significant difference between both groups in performance psychomotor skills scores, and the mean was higher in the experimental group (P = 0.002) and a significantly longer period of time than in the control group (P < 0.05). Conclusion: Immersive VR simulation is a supplementary tool and useful teaching-learning strategy for training in nursing education alongside physical laboratory (hip-model and mannequin) and psychomotor skills requiring the ordering of skill steps in teaching, and it provides realistic experiences in a safe environment instead of the unavailability of actual customers in clinical settings.
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Affiliation(s)
- Samar Thabet Jallad
- Department of Nursing, Faculty of Health Professions, Al-Quds University, Jerusalem, Palestine
- Department of Nursing, Faculty of Health Sciences, Gaziantep İslam Science and Technology University, Gaziantep, Turkey
| | - Burçin Işık
- Department of Nursing, Faculty of Health Professions, Al-Quds University, Jerusalem, Palestine
- Department of Nursing, Faculty of Health Sciences, Gaziantep İslam Science and Technology University, Gaziantep, Turkey
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Phillips JM, Harper MG, Brecht ML, Li CY, DeVon HA. Effect of Virtual Reality Simulation Versus Traditional Education on Rates of Clostridium difficile Infection: An Experimental Cluster Randomized Controlled Trial and Return on Investment Analysis. J Contin Educ Nurs 2024; 55:351-358. [PMID: 38466726 DOI: 10.3928/00220124-20240301-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/13/2024]
Abstract
BACKGROUND Virtual reality simulation (VRS) is an innovative modality in nursing professional development that has the potential to affect patient outcomes. METHOD An experimental cluster randomized controlled trial was performed with RNs on two inpatient units at a large academic health system. The purpose of this study was to evaluate the effect of VRS compared with traditional education on Clostridium difficile rates. Return on investment of nursing professional development activities was also measured to support decision-making and resource allocation. RESULTS Rates of C. difficile infection were significantly lower for both groups for the 3-month postintervention period compared with the 10-month period preintervention. Financial analysis showed a return on investment for both modalities, with VRS having higher yields over time. CONCLUSION Findings showed that VRS was an effective instructional method. [J Contin Educ Nurs. 2024;55(7):351-358.].
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Altmiller G, Jimenez FA, Wilson C. Screen-Based Patient Simulation: An Exemplar for Developing and Assessing Competency. Nurse Educ 2024; 49:179-183. [PMID: 37994457 DOI: 10.1097/nne.0000000000001585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2023]
Abstract
BACKGROUND Nursing education is moving toward competency-based education and assessment. Nurse educators will need to adopt strategies to develop and measure competence. PURPOSE The purpose of this study was to determine if screen-based virtual patient simulation is an effective strategy to assist learners in developing competencies and subcompetencies required in nursing practice. METHODS Thirteen questions (6 assessment and clinical reasoning focused, 4 clinical judgment focused, 3 attitude and socialization to nursing focused), aligned with the competencies of the American Association of Colleges of Nursing Essentials, were developed for a pre-/posttest design to evaluate student competency development. RESULTS Senior nursing students (n = 52) participated; 1-tailed paired t test identified 12 of 13 items as statistically significant. Posttest scores were greater than pretest scores. CONCLUSIONS The change in mean scores from pre- to posttest suggests screen-based virtual patient simulation scenarios improve learners' competence in addressing the patient's physical and psychological comfort and decreased caregiver biases.
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Affiliation(s)
- Gerry Altmiller
- Author Affiliations: Professor (Dr Altmiller), School of Nursing and Health Sciences, The College of New Jersey, Ewing Township, New Jersey; Psychometrician (Dr Jimenez), Elsevier, Snellville, Georgia; and Director Education, Research and Design (Dr Wilson), Elsevier Shadow Health, Gainsville, Florida
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Zabaleta J, Blasco A, Esnal T, Aguinagalde B, López IJ, Fernandez-Monge A, Lizarbe JA, Báez J, Aldazabal J. Clinical trial on nurse training through virtual reality simulation of an operating room: assessing satisfaction and outcomes. Cir Esp 2024:S2173-5077(24)00117-0. [PMID: 38762218 DOI: 10.1016/j.cireng.2024.04.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Accepted: 04/12/2024] [Indexed: 05/20/2024]
Abstract
INTRODUCTION Virtual reality (VR) provides a firsthand active learning experience through varying degrees of immersion. The aim of this study is to evaluate the use of VR as a potential tool for training operating room nurses to perform thoracic surgery procedures. METHODS This is an open parallel-group randomized clinical trial. One group received basic formation followed by an assessment module. The experimental group received the same basic formation, followed by thoracic surgery training and an assessment module. RESULTS Fifty-six nurses participated in the study (51 females), with a mean age of 41.6 years. Participants achieved a median evaluation mode score of 480 points (IQR = 32 points). The experimental group (520 points) achieved an overall higher score than the control group (440 points; P = .04). Regarding age, women in the second quartile of age among the participants (35-41 years) achieved significantly better results than the rest (P = .04). When we evaluated the results based on the moment of practice, exercises performed in the last 10 min obtained better results than those performed in the first 10 min (1064 points versus 554 points; P < .001). Regarding adverse effects blurred vision was the most frequent. The overall satisfaction rating with the experience was 8.5 out of 10. CONCLUSION Virtual reality is a useful tool for training operating room nurses. Clinical trial with ISRCTN16864726 registered number.
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Affiliation(s)
- Jon Zabaleta
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain.
| | - Amaya Blasco
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain
| | | | - Borja Aguinagalde
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain
| | - Iker J López
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain
| | - Arantza Fernandez-Monge
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain
| | - Jon A Lizarbe
- Department of Thoracic Surgery, Basque Health Service, Donostialdea Integrated Health Organisation, San Sebastian, Spain
| | - Jaime Báez
- Tecnun, School of Engineering, University of Navarra, San Sebastian, Spain
| | - Javier Aldazabal
- Tecnun, School of Engineering, University of Navarra, San Sebastian, Spain
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Cho MK, Kim MY. Enhancing nursing competency through virtual reality simulation among nursing students: a systematic review and meta-analysis. Front Med (Lausanne) 2024; 11:1351300. [PMID: 38774395 PMCID: PMC11106392 DOI: 10.3389/fmed.2024.1351300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Accepted: 04/17/2024] [Indexed: 05/24/2024] Open
Abstract
Aim Studies on the effectiveness of virtual reality (VR) in nursing education have explored its impact on learning outcomes, emotional immersion and engagement, learner self-confidence, and satisfaction, generally showing positive aspects. However, there is a need for a systematic review to examine the specific influence of VR-based education on nursing students' practical competency. Method According to the PRISMA 2020 guidelines, 22 studies were selected based on inclusion criteria from 579 articles, published from January 1, 2018, to March 31, 2024, across nine major databases including PubMed and EMbase. The target population comprised nursing students, and the intervention focused on VR-based simulations aimed at enhancing competency, compared to control groups receiving either no intervention or conventional non-virtual simulation. The primary outcome, nursing competency, was analyzed using MIX 2.0 Pro (Ver. 2.0.1.6, BiostatXL, 2017) to calculate pooled effect sizes. Result The pooled effect size for nursing competency was determined to be large, with Hedge's g = 0.88 (95% CI, 0.47 to 1.29). Meta-regression analysis identified several factors associated with an increase in nursing competency. These included studies published after 2022, approval of an IRB, absence of funding, randomized controlled trials (RCTs), interventions reported as shorter than 4 weeks or not reported, sessions fewer than 4 or not reported, session duration under 1 h or not reported, and observational measurement methods. Additional factors enhancing nursing competency were the inclusion of a pre-briefing before simulations, the absence of a debriefing afterward, and the exclusion of other activities during the simulation. Conclusion By combining the results of the included studies, the systematic review and meta-analysis accounted for variations in sample size, study methodology, and independent intervention effects, providing an overall evaluation of the effectiveness of simulation-based education in improving nursing students' competency. Limitation The selection criteria for the studies analyzed, which included only those published in English or Korean and reported precise means, standard deviations, and sample sizes, could lead to selection bias and limit the generalization of our study results. Systematic review registration PROSPERO International Prospective Register of Systematic Reviews: http://www.crd.york.ac.uk/PROSPERO/, identifier CRD42023446348.
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Affiliation(s)
- Mi-Kyoung Cho
- Department of Nursing Science, Chungbuk National University, Cheongju, Republic of Korea
| | - Mi Young Kim
- College of Nursing, Hanyang University, Seoul, Republic of Korea
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Phillips JM, Harper MG, Brecht ML, DeVon HA. Effect of a Virtual Reality Simulation Modality on Registered Nurse Knowledge and Behavior Related to Clostridioides difficile Prevention : An Experimental, Cluster Randomized Controlled Trial. J Nurses Prof Dev 2024; 40:75-81. [PMID: 38228313 DOI: 10.1097/nnd.0000000000001031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2024]
Abstract
Virtual reality simulation (VRS) has emerged as an educational methodology in nursing professional development. A cluster randomized controlled trial was conducted with a sample of clinical registered nurses to compare effectiveness of VRS and traditional education on knowledge and behavior related to Clostridioides difficile prevention. No significant differences were found in the effectiveness of the two modalities, suggesting the usefulness of VRS as a teaching methodology.
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Chou CH, Tai HC, Chen SL. The effects of introducing virtual reality communication simulation in students' learning in a fundamentals of nursing practicum: A pragmatic randomized control trials. Nurse Educ Pract 2024; 74:103837. [PMID: 38006647 DOI: 10.1016/j.nepr.2023.103837] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Revised: 10/12/2023] [Accepted: 11/03/2023] [Indexed: 11/27/2023]
Abstract
AIM This study was conducted to examine the effectiveness of a virtual reality communication simulation (VRCS) in teaching communication skills in fundamentals of nursing practicum. BACKGROUND Effective communication skills are an integral part of the nursing profession and the foundation of high-quality nursing care. Effective communication not only addresses the needs of patients but is also necessary for maintaining patient safety. Many studies have reported the inadequacy of nursing students in communicating with patients. Nursing students often experience stress due to their lack of adequate skills to communicate effectively with patients and their family members. DESIGN A pragmatic randomized controlled trial research with four within-subjects assessments (at the baseline (T0), 1st week (T1) and 3rd week (T2) of the clinical practice and 1 week after the end of the clinical practice (T3)) and between-subjects assessments. SETTINGS AND PARTICIPANTS Eighty-four nursing students at a university of Science and Technology in central Taiwan. METHODS The students were randomly assigned to an experimental group (n = 42) and a control group (n = 42). The experimental group received a VRCS, whereas the control group received the nurse-patient communication teaching video. The data were collected from April 2022 to August 2022. The Kalamazoo Essential Element Communication Checklist, Communication Self-Assessment Scale, Learning Satisfaction Questionnaire and Stress Scale for Nursing Students in Clinical Practice were used for data collection. RESULTS At baseline, the control group had higher scores on communication ability and confidence compared with the experimental group (t = -3.91, p <.001; and t = -2.35, p =.021). In the first week of clinical practice, the experimental group had significantly higher mean scores for communication ability compared with the control group (β = 15.99, 95 % confidence interval [CI] 13.79, 18.18) and communication confidence and learning satisfaction compared with controls at T1, T2 and T3 of the clinical practice (all, p <.001). The clinical practice stress scores of the experimental group were significantly lower than those of the control group at T1, T2 and T3 of the clinical practice (all, p <.05). CONCLUSIONS The newly developed VRCS is acceptable and worthwhile for training nursing students to develop communication abilities. This study suggests that VRCS practice should be arranged as early as possible in fundamentals of nursing practice courses and before the fundamentals of nursing practicum so as to facilitate the learning of effective communication. Follow-up research is needed to evaluate the long-term effects of virtual reality education in nursing practice.
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Affiliation(s)
- Chia-Hui Chou
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Hui-Chen Tai
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC
| | - Shu-Ling Chen
- Department of Nursing, Hungkuang University, No.34, Chung-Chie Rd, Shalu, Taichung County 43302, Taiwan, ROC.
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Lebo C, Brown N. Integrating Artificial Intelligence (AI) Simulations Into Undergraduate Nursing Education: An Evolving AI Patient. Nurs Educ Perspect 2024; 45:55-56. [PMID: 36728992 DOI: 10.1097/01.nep.0000000000001081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
ABSTRACT Utilizing an evolving artificial intelligence (AI) virtual patient that will age with students as they progress throughout the nursing program is an innovative use of simulation. The students are introduced to the AI patient as sophomores where they begin with basic patient interviewing and assessment skills. They revisit the AI patient as juniors and seniors in their medical-surgical courses, where they see the patient aging and developing complex medical conditions. As the AI patient and the student grow together, student competence increases. Students complete an evaluation at the conclusion of each simulation experience.
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Affiliation(s)
- Chelsea Lebo
- About the Authors Chelsea Lebo, MSN, RN, MEDSURG-BC, CHSE, is simulation coordinator, Department of Nursing, The College of New Jersey, Ewing. Norma Brown, MSN, RN, CHSE, is emeritus staff, Department of Nursing, The College of New Jersey. For more information, contact Chelsea Lebo at
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Mannino J, Shah E, Flannery J. Virtual and Low-Fidelity Simulation: An Integrated Approach to Achieving Learning Outcomes for Early Clinical Students. Nurs Educ Perspect 2023:00024776-990000000-00177. [PMID: 37751360 DOI: 10.1097/01.nep.0000000000001195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/28/2023]
Abstract
ABSTRACT The purpose of this educational initiative was to transition a portion of onsite acute care/hospital clinical learning to an experience integrating virtual and low-fidelity simulation for undergraduate nursing students. The integrated simulation created a safe, nonthreatening environment for students to learn and develop competence and confidence to meet the demands of real-world practice settings. Virtual with low-fidelity simulation offered a standardized approach that fostered consistency in meeting clinical, course, and program outcomes.
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Affiliation(s)
- Jennifer Mannino
- About the Authors The authors are faculty at the Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York. Jennifer Mannino, PhD, RN, CNE, is a professor and director of the PhD in Nursing Program. Eileen Shah, MA, RN, CNE, and Jacqueline Flannery, PhD, RN, are assistant professors. Contact Dr. Mannino at
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Song M, Moon JE, Jang A. Text Network Analysis of Research Topics and Trends on Simulations Using Virtual Patients in Nursing Education. Comput Inform Nurs 2023; 41:639-646. [PMID: 36634228 DOI: 10.1097/cin.0000000000000993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Simulations using virtual patients have been utilized as an effective method in nursing education. However, keyword network analyses and topic modeling on simulations using virtual patients in nursing education have not yet been performed. In this study, 213 articles were retrieved from online research article databases. Abstracts from these articles were extracted, and network analysis was conducted using NetMiner version 4.3 (Cyram Inc, Seongnam, South Korea). Based on the study's analysis, scenario, communication, system, assessment, person, disaster, and management were identified as the keywords with high centrality values. Therefore, they were determined to be influential in the network. After topic modeling, 10 topics were derived as dementia care competency, pain assessment, airway placement management, operating procedure, presence and satisfaction, communication and attitude improvement, platform world, disaster response, game and video usability, and system for confidence. The identified trends in this study will help grasp the trends and insight to guide future research directions on simulations using virtual patients in nursing education.
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Affiliation(s)
- Miok Song
- Author Affiliations: Department of Nursing, Nambu University (Drs Song and Jang); and Department of Nursing, Honam University (Dr Moon), Gwangju, Republic of Korea
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Park JO, Lee-Jayaram J, Sato E, Eto Y, Kahili-Heede M, Hirayama K, Berg BW. A scoping review of remote facilitation during simulation-based healthcare education. BMC MEDICAL EDUCATION 2023; 23:592. [PMID: 37605196 PMCID: PMC10464104 DOI: 10.1186/s12909-023-04551-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 07/29/2023] [Indexed: 08/23/2023]
Abstract
BACKGROUND Remote facilitation is a synchronous distance education method where instructors facilitate a lesson, in real-time, in physically separate conditions. In this scoping review, we aimed to describe types of remote facilitation used in a healthcare simulation, the influences on learner outcomes, and related factors. METHODS We accessed PubMed, EMBASE, CINAHL, ERIC, and Web of Science using our search strategies. Five reviewers performed the review using the Preferred Reporting Items for Systematic Reviews and Meta Analysis extension for Scoping Reviews (PRISMA-ScR) framework, and the Johanna Briggs Institute (JBI) guidelines. RESULTS We included a total of 29 articles presenting 28 simulation studies. The most common tool was videoconferencing (n = 26, 89.7%). Knowledge improvement was the most frequently measured outcome. There was no significant difference in learning outcomes between the two teaching modes. There were differences in learners' preferences and satisfaction with remote facilitators before and after COVID-19. CONCLUSIONS Our scoping review indicates that remote facilitation has been widely accepted in many healthcare professions using various types of simulation modalities. Remote facilitation can be used to overcome logistical problems of synchronous multi-location education, and to improve learner knowledge, skills, and confidence measured by instructor evaluation or self-assessment.
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Affiliation(s)
- Ju Ok Park
- Department of Emergency Medicine, Hallym University College of Medicine, Dongtan Sacred Heart Hospital, Hwaseong-si, South Korea.
| | - Jannet Lee-Jayaram
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Eri Sato
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Yuka Eto
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Melissa Kahili-Heede
- Health Science Library, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu Hawaii, USA
| | - Krystal Hirayama
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Benjamin W Berg
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
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Jans C, Bogossian F, Andersen P, Levett-Jones T. Examining the impact of virtual reality on clinical decision making - An integrative review. NURSE EDUCATION TODAY 2023; 125:105767. [PMID: 36906980 DOI: 10.1016/j.nedt.2023.105767] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 02/01/2023] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Clinical decision making is an essential cognitive skill in nursing. It is a process undertaken daily by nurses as they make judgements about patient care and manage complex issues as they arise. Virtual reality is an emerging technology that is increasingly being used pedagogically to teach non-technical skills including CDM, communication, situational awareness, stress management, leadership, and teamwork. OBJECTIVE The objective of this integrative review are to synthesise the research findings regarding the impact of virtual reality on clinical decision making in undergraduate nurses. DESIGN An integrative review using Whittemore and Knafl's framework for integrated reviews. DATA SOURCES An extensive search was conducted of healthcare databases including CINAHL, Medline and Web of Science between 2010 and 2021 using the terms virtual reality, clinical decision and undergraduate nursing. REVIEW METHODS The initial search located 98 articles. After screening and checking for eligibility, 70 articles were critically reviewed. Eighteen studies were included in the review and were critically appraised using the Critical Appraisal Skills Program checklist for qualitative papers and McMaster's Critical appraisal form for quantitative papers. RESULTS Research in the use of VR has demonstrated its potential to improve undergraduate nurses' critical thinking, clinical reasoning, clinical judgement and clinical decision-making skills. Students perceive these teaching modalities to be beneficial to the development of their clinical decision-making ability. There is lack of research related to the use of immersive virtual reality in developing and enhancing undergraduate nursing students' clinical decision-making skills. CONCLUSION Current research on the impact of virtual reality on the development of nursing CDM has demonstrated positive results. VR is one pedagogical approach that could further assist, however, there are no identified studies that focus on its impact in developing CDM, therefore further studies are required to address this gap in the literature.
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Affiliation(s)
- Carley Jans
- School of Nursing, University of Wollongong, Faculty of Science, Medicine and Health, Australia.
| | - Fiona Bogossian
- School of Health, University of the Sunshine Coast, 1 Moreton Parade, Petrie QLD, 4502, Australia.
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Private Bag 3036, Waikato Mail Centre, Hamilton 3240, New Zealand.
| | - Tracy Levett-Jones
- School of Nursing & Midwifery, University of Technology Sydney, Faculty of Health, 235 Jones St, Ultimo, NSW 2007, Australia.
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Simsek-Cetinkaya S, Cakir SK. Evaluation of the effectiveness of artificial intelligence assisted interactive screen-based simulation in breast self-examination: An innovative approach in nursing students. NURSE EDUCATION TODAY 2023; 127:105857. [PMID: 37253303 DOI: 10.1016/j.nedt.2023.105857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 05/09/2023] [Accepted: 05/22/2023] [Indexed: 06/01/2023]
Abstract
BACKGROUND Breast self-examination is important in the early diagnosis of breast cancer. The use of traditional education methods is insufficient for student nurses to gain breast self-examination skills in nurse education. New and different education methods are needed to gain skills in nurse education. OBJECTIVE The aim of this study was to evaluate the effectiveness of artificial intelligence-assisted screen-based simulations practice and standard patient simulation in teaching breast self-examination skills in nursing undergraduate students. DESIGN This study was a comparative intervention trial. SETTINGS This study was conducted at a university in XX, in XXX in the first semesters of the academic years 2022-2023. METHODS This study enlisted 103 students enrolled in first year in a nursing department. Students were randomized into artificial intelligence-assisted screen-based simulations practice group (n = 52) and standard patient simulation group (n = 51). Data were collected using student description form, breast self-examination checklist, student satisfaction and self-confidence in learning scale, Spielberger's state and trait anxiety inventory. RESULTS The highest score regarding the total score means of breast self-examination skills belonged to the standard patient simulation group, and the differences between the groups were found to be statistically significant (p < 0.05). Although the mean score of anxiety levels of the students' artificial intelligence-assisted screen-based simulations practice group was higher than the standard patient simulation (p < 0.05). The mean score of the students' satisfaction with the simulation was higher in artificial intelligence-assisted screen-based simulations practice group than the standard patient simulation group (p < 0.05). CONCLUSIONS The results of the research showed that the use of artificial intelligence-assisted simulation learning increased students' satisfaction, but at the same time students' anxiety increased. In addition, artificial intelligence-assisted simulation learning is not as effective as standard patient simulation learning in gaining breast self-examination skills.
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El Hussein MT, Ha C. Experiences of Nursing Students in Observer Roles During Simulation-Based Learning and the Impact on Patient Safety: A Scoping Review. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/13/2023]
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Harley JM, Bilgic E, Lau CHH, Gorgy A, Marchand H, Lajoie SP, Lavoie-Tremblay M, Fried GM. Nursing Students Reported More Positive Emotions about Training during COVID-19 After Using a Virtual Simulation Paired with an In-person Simulation. Clin Simul Nurs 2023:S1876-1399(23)00034-8. [PMID: 37360663 PMCID: PMC10150196 DOI: 10.1016/j.ecns.2023.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/28/2023]
Abstract
Background Virtual simulations (VS) are educational tools that can help overcome the limitations of in-person learning highlighted during the COVID-19 pandemic. Research has illustrated that VS can support learning, but little is known about the usability of VS as a distance learning tool. Research on students' emotions about VS is also scarce, despite the influence of emotions on learning. Methods A quantitative longitudinal study was conducted with undergraduate nursing students. 18 students participated in a hybrid learning experience involving a virtual simulation (VS) followed by an in-person simulation. Students completed questionnaires about their emotions, perceived success, and usability and received a performance score from the VS. Results Nursing students reported statistically significant improvements in their emotions about completing their program after completing both VS and in-person simulations compared to their emotions before the pair of simulations. Emotions directed toward the VS were weak-to-moderate in strength, but predominantly positive. Positive emotions were positively associated with nursing students' performance. Findings replicated "okay" approaching "good" usability ratings from a recent study with key methodological differences that used the same software. Conclusions VS can be an emotionally positive, effective, efficient, and satisfying distance learning supplement to traditional simulations.
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Affiliation(s)
- Jason M Harley
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Elif Bilgic
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Research Institute of the McGill University Health Centre, Montreal, Quebec, Canada
- Department of Pediatrics, McMaster University, Hamilton, Ontario, Canada
- McMaster Education Research, Innovation and Theory (MERIT) Program, McMaster University, Hamilton, Ontario, Canada
| | - Clarissa H H Lau
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Andrew Gorgy
- Department of Surgery, McGill University, Montreal, Quebec, Canada
| | - Hugo Marchand
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
| | - Susanne P Lajoie
- Department of Educational and Counselling Psychology, McGill University, Montreal, Quebec, Canada
| | - Mélanie Lavoie-Tremblay
- Ingram School of Nursing, McGill University, Montreal, Quebec, Canada
- Faculty of Nursing, University of Montreal, Montreal, Quebec, Canada
| | - Gerald M Fried
- Department of Surgery, McGill University, Montreal, Quebec, Canada
- Institute of Health Sciences Education, McGill University, Montreal, Quebec, Canada
- Steinberg Centre for Simulation and Interactive Learning, McGill University, Montreal Quebec, Canada
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16
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De Gagne JC, Randall PS, Rushton S, Park HK, Cho E, Yamane SS, Jung D. The Use of Metaverse in Nursing Education: An Umbrella Review. Nurse Educ 2023; 48:E73-E78. [PMID: 36450277 DOI: 10.1097/nne.0000000000001327] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
BACKGROUND Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education. PURPOSE This umbrella review synthesized systematic reviews on the use of metaverse in nursing education. METHODS A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies. RESULTS The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes. CONCLUSION This umbrella review supports the viability and effectiveness of metaverse in nursing education.
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Affiliation(s)
- Jennie C De Gagne
- Professor (Dr De Gagne), PhD student (Ms Randall), and Assistant Professor (Dr Rushton), School of Nursing, Duke University, Durham, North Carolina; Assistant Professor (Dr Park), College of Nursing, University of Massachusetts Amherst; Assistant Professor (Dr Cho), Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts; Clinical Associate Professor (Dr Yamane), School of Nursing, University of North Carolina, Greensboro; and Professor (Dr Jung), College of Nursing, Ewha Womans University, Seoul, South Korea
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17
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Altmiller G, Wilson C, Jimenez FA, Perron T. Impact of a Virtual Patient Simulation on Nursing Students' Attitudes of Transgender Care. Nurse Educ 2023; 48:131-136. [PMID: 36383074 DOI: 10.1097/nne.0000000000001331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND Transgender individuals experience considerable prejudice and bias, creating barriers to health care. PURPOSE The purpose of this study was to determine the effect of a virtual patient simulation scenario of caring for a transgender adult on nursing students' attitudes and beliefs about transgender people. METHODS A validated 29-item instrument developed to assess an individual's view of transgender identity was administered in a pre-/posttest nonequivalent-groups design to junior- and senior-level nursing students. RESULTS Statistically significant differences were found between the control and treatment groups for the subscale human value. CONCLUSIONS Findings support experiential learning in nursing as an effective tool in teaching cultural competence and sensitivity when caring for transgender patients. Attitudes and beliefs of senior nursing students and junior nursing students toward transgender individuals differed, with senior students being more receptive.
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Affiliation(s)
- Gerry Altmiller
- Professor (Drs Altmiller and Perron), The College of New Jersey, Ewing; and Director Education, Research and Design (Dr Wilson) and Psychometrician (Dr Jimenez), Elsevier, Shadow Health, Gainesville, Florida
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18
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Shin H, Rim D. Development and assessment of a curriculum model for virtual simulation in nursing: curriculum development and pilot-evaluation. BMC MEDICAL EDUCATION 2023; 23:284. [PMID: 37101191 PMCID: PMC10134613 DOI: 10.1186/s12909-023-04283-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2022] [Accepted: 04/20/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND To introduce virtual simulation as a strategy of nursing education and provide valid educational content, the best curriculum model of virtual simulation needs to be developed. METHODS Curriculum development process and pilot evaluation was used. The curriculum content and structure was developed by analyzing literature including previous studies and major nursing classification systems, and key words derived from focus group interviews of 14 nurses and 20 faculty members with expertise in simulation education. 35 nursing students participated in the evaluation of the developed virtual simulation curriculum. RESULTS The curriculum developed for virtual simulation in nursing education contained three domains of content areas: (1) enhancing clinical decision-making, (2) experiencing low-exposed situations, and (3) building professional resilience. In addition, seven subdomains of content areas and 35 representative topics in the virtual simulation curriculum were derived. Scenarios of nine representative topics were created, translated into 3D modeling and pilot-evaluated. CONCLUSIONS Considering that nursing education is encountering new demands and challenges from students and the changing society, the newly suggested curriculum for virtual nursing simulation can help nurse educators to plan better educational opportunities for students.
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Affiliation(s)
- Hyunsook Shin
- College of Nursing Science, Kyung Hee University, Seoul, South Korea.
| | - Dahae Rim
- College of Nursing Science, Kyung Hee University, Seoul, South Korea
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19
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Gaba A, Costa SA, Schnoll R, Dorfman ME, Cordova S, Jakuboski S, Spiegel B, Joshi A. Development and Evaluation of an Online Simulated Hospital Unit for Nutrition Assessment Training. TOP CLIN NUTR 2023. [DOI: 10.1097/tin.0000000000000315] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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20
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The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
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21
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Qaisar R, Bouzoubaa H, Lajane H, Lamiri A, Benchadlia F, Abidi O, Khyati A. Comparison of Learning Facilitated by Traditional and Virtual Case Studies for Teaching the Nursing Approach to Care. Open Nurs J 2023. [DOI: 10.2174/18744346-v17-230223-2022-151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Aim:
The objective of this study is to investigate the adoption of these two strategies for teaching the steps of the care process to Moroccan nursing students. We attempt to answer the following questions: What is the preference of nursing students between traditional case studies and virtual case studies? What are their suggestions for improving teaching practices? According to their point of view, which of the teaching strategies is more conducive to the appropriation of knowledge and the development of skills related to the care process?
Background:
Case-based learning has long been one of the active teaching strategies widely used by nursing educators. However, the constraints inherent to traditional case study learning have prompted educators to seek alternative teaching practices. Today, virtual case studies are recognised as one of the most recommended and innovative teaching approaches to address these constraints in the nursing context.
Objective:
the present study aims to explore students' perceptions of traditional case studies and virtual case studies as facilitated learning methods for teaching the nursing process.
Methods:
We conducted a questionnaire survey at the Higher Institute of Nursing Professions and Health Techniques Casablanca in 2021 among first-year polyvalent nursing students. The course ‘Conceptualization and Care Planning’ was taught based on these two different pedagogies.
Results:
Comparing the means via a t-test of the paired samples showed that there was a significant difference for all items (p-value<0.005) between learning facilitated by traditional case studies and virtual case studies.
Conclusion:
These results demonstrate that virtual case studies are an innovative and well-received educational tool for nursing students compared to traditional case studies.
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22
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Garrison CM, Hockenberry K, Lacue S. Adapting Simulation Education During a Pandemic. Nurs Clin North Am 2023; 58:1-10. [PMID: 36731954 PMCID: PMC9731371 DOI: 10.1016/j.cnur.2022.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
Nursing education faced unprecedented challenges in maintaining quality clinical and simulation instruction during the COVID-19 pandemic. Strategies to maintain clinical engagement and meet course objectives included using virtual simulation and safely reopening simulation laboratories as soon as it was possible. When using virtual experiences for replacement of clinical or simulation, it is critical that standards of best practice are implemented. Safely reopening laboratories required plans for social distancing, health screening, personal protective equipment, disinfecting, and educating users on the new protocols. Combining these strategies resulted in delivering quality instruction without interruption during the pandemic.
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Affiliation(s)
- Christopher M Garrison
- The Ross and Carol Nese College of Nursing, The Pennsylvania State University, 201 Nursing Sciences Building, University Park, PA 16802, USA.
| | - Kristal Hockenberry
- The Ross and Carol Nese College of Nursing, The Pennsylvania State University, 201 Nursing Sciences Building, University Park, PA 16802, USA
| | - Sharon Lacue
- The Ross and Carol Nese College of Nursing, The Pennsylvania State University, 201 Nursing Sciences Building, University Park, PA 16802, USA
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23
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Development of Communication Skills Through Virtual Reality on Nursing School Students: Clinical Trial. COMPUTERS, INFORMATICS, NURSING : CIN 2023; 41:24-30. [PMID: 35363632 DOI: 10.1097/cin.0000000000000866] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Multiple studies demonstrate benefits of virtual simulations as recreation of reality in the development of instrumental skills, but few randomized studies prove its efficacy in the development of communication and interpersonal relationships skills. The objective was to develop a virtual reality simulator to improve communication skills and compare its results with a traditional workshop based on cases and theoretical content explained through video. This is a randomized and controlled clinical trial, with a pretest and a posttest. Participants were first-year students from the Faculty of Nursing, Complutense University of Madrid, Spain (n = 100). The sample was divided into two groups: the intervention group (n = 50) was provided a virtual reality simulation teaching process as a novel resource, whereas the control group was provided with a case-based traditional workshop. Because data followed a normal distribution, it was analyzed with Student t test for independent samples, the group sample comparison, and analysis of variance, to find differences among age subgroups. Significant changes were observed at the time of evaluating the skills for the intervention group ( P < .01) in comparison with the control group. Both interventions are effective after the first evaluation; however, virtual reality-based intervention stands above the usual method and showed better results in older students.
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24
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Use and Effectiveness of Virtual Simulations in Nursing Student Education: An Umbrella Review. COMPUTERS, INFORMATICS, NURSING : CIN 2023; 41:31-38. [PMID: 35926237 DOI: 10.1097/cin.0000000000000932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care.
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Yoshioka-Maeda K, Honda C, Sumikawa Y, Okamoto Y, Shimada M, Fujii H, Iwasaki-Motegi R, Miura T, Otsuki M. Developing a Virtual Reality Simulation Program for Improving Nursing Students' Clinical Reasoning Skills in Home Settings: A Protocol Paper. NURSING REPORTS 2022; 12:968-979. [PMID: 36548166 PMCID: PMC9786314 DOI: 10.3390/nursrep12040093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Revised: 11/24/2022] [Accepted: 12/01/2022] [Indexed: 12/12/2022] Open
Abstract
Most nursing simulation programs focus on persons' healthcare needs in hospital settings, and little is known about how to identify them in home settings. This study aims to develop and validate a virtual reality (VR) simulation program for nursing students to improve their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings. We developed a VR simulation program based on a literature review and expert discussion. In Phase 1, home visit nurses or public health nurses will validate the program through their interviews in 2022. In Phase 2, we will conduct a pilot and main single-blinded randomized trial for nursing students to confirm the effectiveness from 2022 and 2023. Participants will be randomly allocated into an intervention group using VR simulations and a control group receiving videos regarding three kinds of community residents' lives [1:1]. After obtaining informed consent, the students will submit their anonymous data to the researchers to prevent associating their grade evaluation. The primary outcome will be their clinical reasoning skills. The second outcome will include their satisfaction and self-confidence. This study will examine the effectiveness of improving their clinical reasoning skills and confidence in assessing persons' healthcare needs in home settings.
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Affiliation(s)
- Kyoko Yoshioka-Maeda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
- Correspondence: ; Tel.: +81-3-5841-3597
| | - Chikako Honda
- Department of Community Health Nursing, Division of Health Sciences and Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuka Sumikawa
- Department of Gerontological Home Care and Long-Term Care Nursing/Palliative Care Nursing, Graduate School of Medicine, The University of Tokyo, Tokyo 113-0033, Japan
| | - Yuko Okamoto
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Megumi Shimada
- Department of Nursing Sciences, Graduate School of Human Health Sciences, Tokyo Metropolitan University, Tokyo 116-8551, Japan
| | - Hitoshi Fujii
- Department of Medical Statistics, School of Nursing, Mejiro University, Saitama 339-8501, Japan
| | - Riho Iwasaki-Motegi
- Department of Health Promotion, National Institute of Public Health, Saitama 351-0197, Japan
| | - Takahiro Miura
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
| | - Mai Otsuki
- Human Augmentation Research Center, National Institute of Advanced Industrial Science and Technology, Chiba 277-0882, Japan
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Martin JE, Tyndall D. Effect of Manikin and Virtual Simulation on Clinical Judgment. J Nurs Educ 2022; 61:693-699. [PMID: 36475987 DOI: 10.3928/01484834-20221003-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Evidence suggests competency in clinical judgment may be lacking in new graduate nurses. Graduates from accelerated baccalaureate nursing (ABSN) programs have even less time to develop clinical judgment competency. Various simulation modalities, including high-fidelity manikin and virtual reality, have been used to develop clinical judgment in prelicensure students. However, the outcomes of these simulation modalities on clinical judgment in ABSN students is not well understood. METHOD An integrative literature review was conducted using five databases with primary research that examined the effect of manikin or virtual simulation on clinical judgment in BSN students. RESULTS Fourteen studies were included in this review. The findings were organized using Tanner's Clinical Judgment Model. CONCLUSION Findings from this review were mixed, with a lack of evidence comparing the two modalities. Future research should include comparison studies aimed at examining the effects of these modalities with ABSN students. [J Nurs Educ. 2022;61(12):693-699.].
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Lee J, Campbell S, Choi M, Bae J. Authentic learning in healthcare education: A systematic review. NURSE EDUCATION TODAY 2022; 119:105596. [PMID: 36283196 DOI: 10.1016/j.nedt.2022.105596] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 09/06/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND The increasing complexity of the clinical environment demands a higher level of clinical performance competency. New pedagogical authentic learning methods have been developed to meet this need by bridging the gap between knowledge and practice. OBJECTIVE This systematic review aimed to examine authentic learning methods and their effects in healthcare education. DESIGN Systematic review. DATA SOURCES Data were obtained from a literature search of Embase, PubMed, MEDLINE, CINAHL, PsycINFO, and Korean databases (e.g., KoreaMed) for studies published until May 2021. This review selected research papers documenting RCTs or quasi-experimental studies targeting undergraduate students training to become healthcare professionals. REVIEW METHODS This study was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The risk of bias assessment utilized the Joanna Briggs Institute (JBI) critical checklist. RESULTS Of 20 selected studies, 12 studies were randomized controlled trials, while 8 had quasi-experimental designs with a control group. Simulation was identified as an effective educational method for authentic learning. Through authentic learning, undergraduate students cultivated their knowledge and learning motivation. However, divergent conclusions were shown for performance skills. CONCLUSIONS Authentic pedagogical methodologies effectively enhanced learners' competencies in the cognitive, psychomotor, and affective domains. Integrating technological applications, e.g., e-learning or web-based approaches, facilitated education across academic boundaries. Further studies on combining technology with authentic learning approaches should be conducted to construct realistic educational environments for learners. TRIAL REGISTRATION CRD42021229350.
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Affiliation(s)
- JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, Yonsei Evidence Based Nursing Centre of Korea, A JBI Affiliated Group, Seoul, Republic of Korea, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea
| | - Suzanne Campbell
- School of Nursing, University of British Columbia, Vancouver, Canada
| | - MoonKi Choi
- College of Nursing, Kangwon National University, 24341, Room 401 Department of Nursing, Gangwondaehak-gil 1, Chuncheon-si, Gangwon-do, Republic of Korea
| | - Juyeon Bae
- Department of Nursing, Konkuk University Glocal Campus, Chungwon-daero 268, Chungju-si, Chungcheongbuk-do 27478, Republic of Korea.
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Yang SY, Oh YH. The effects of neonatal resuscitation gamification program using immersive virtual reality: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 117:105464. [PMID: 35914345 PMCID: PMC9259066 DOI: 10.1016/j.nedt.2022.105464] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 06/12/2022] [Accepted: 06/30/2022] [Indexed: 06/03/2023]
Abstract
BACKGROUND Clinical practice in neonatal intensive care units for nursing college students has been restricted due to the COVID-19 pandemic outbreak; thus, the gamification program has emerged as an alternative learning method. Consequently, there is a need to examine the effectiveness of such alternative learning methods to enhance the response to high-risk newborn emergencies. OBJECTIVES To examine the effects (neonatal resuscitation nursing knowledge, problem-solving and clinical reasoning ability, self-confidence in practical performance, degree of anxiety, and learning motivation) of a neonatal resuscitation gamification program using immersive virtual reality based on Keller's ARCS model. DESIGN A non-randomized controlled simulation study with a pretest-posttest design. SETTING Lab and lecture rooms of two universities in South Korea, from June to November 2021. PARTICIPANTS Prelicensure nursing students. METHODS The virtual reality group (n = 29) underwent a neonatal resuscitation gamification program using virtual reality based on Keller's ARCS model. The simulation group (n = 28) received high-fidelity neonatal resuscitation simulations and online neonatal resuscitation program lectures. The control group (n = 26) only received online neonatal resuscitation program lectures. Changes in scores among these groups were compared using analysis of variance and analysis of covariance with SPSS for Windows version 27.0. RESULTS Post intervention, neonatal resuscitation knowledge [F(2) = 3.83, p = .004] and learning motivation [F(2) = 1.79, p = .025] were significantly higher in the virtual reality and simulation groups than in the control group, whereas problem-solving ability [F(2) = 2.07, p = .038] and self-confidence [F(2) = 6.53, p < .001] were significantly higher in the virtual reality group than in the simulation and control groups. Anxiety [F(2) = 16.14, p < .001] was significantly lower in the simulation group than in the virtual reality and control groups. CONCLUSIONS The neonatal resuscitation gamification program using immersive virtual reality was found to be effective in increasing neonatal resuscitation knowledge, problem-solving ability, self-confidence, and learning motivation of the nursing students who participated in the trial application process.
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Affiliation(s)
- Sun-Yi Yang
- College of Nursing, Konyang University, Daejeon Medical Campus, 158, Gwanjeodong-ro, Seo-gu, Daejeon 35365, South Korea.
| | - Yun-Hee Oh
- Department of Nursing, Cheju Halla University, 38, Halladaehak-ro, Jeju-si, Jeju 63092, South Korea
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Cant R, Ryan C. An Educator's Anthology of Virtual Simulation Applications for Nursing Curricula: A Mapping Review. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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30
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Lessons From Implementing Virtual Simulations: A Multi-Program Evaluation. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.09.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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31
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Augmented Reality (AR) as a Prebrief for Acute Care Simulation. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Sim JJM, Rusli KDB, Seah B, Levett-Jones T, Lau Y, Liaw SY. Virtual Simulation to Enhance Clinical Reasoning in Nursing: A Systematic Review and Meta-analysis. Clin Simul Nurs 2022; 69:26-39. [PMID: 35754937 PMCID: PMC9212904 DOI: 10.1016/j.ecns.2022.05.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Background The COVID-19 pandemic has given rise to more virtual simulation training. This study aimed to review the effectiveness of virtual simulations and their design features in developing clinical reasoning skills among nurses and nursing students. Method A systematic search in CINAHL, PubMed, Cochrane Library, Embase, ProQuest, PsycINFO, and Scopus was conducted. The PRISMA guidelines, Cochrane's risk of bias, and GRADE was used to assess the articles. Meta-analyses and random-effects meta-regression were performed. Results The search retrieved 11,105 articles, and 12 randomized controlled trials (RCTs) were included. Meta-analysis demonstrated a significant improvement in clinical reasoning based on applied knowledge and clinical performance among learners in the virtual simulation group compared with the control group. Meta-regression did not identify any significant covariates. Subgroup analyses revealed that virtual simulations with patient management contents, using multiple scenarios with nonimmersive experiences, conducted more than 30-minutes and postscenario feedback were more effective. Conclusions Virtual simulations can improve clinical reasoning skill. This study may inform nurse educators on how virtual simulation should be designed to optimize the development of clinical reasoning.
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Affiliation(s)
- Jia Jia Marcia Sim
- Nursing Department, Ng Teng Fong General Hospital, National University Health System, Singapore
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Betsy Seah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Tracy Levett-Jones
- School of Nursing & Midwifery, Faculty of Health, University of Technology Sydney, Australia
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Joung J, Kang KI. Can Virtual Simulation Replace Clinical Practical Training for Psychiatric Nursing? Issues Ment Health Nurs 2022; 43:706-711. [PMID: 35380910 DOI: 10.1080/01612840.2022.2055684] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
In Korea, virtual simulation is currently replacing clinical practical training for psychiatric nursing due to the COVID-19 pandemic. This study aimed to explore the virtual simulation experiences of nursing students through focus-group interviews. Three categories were derived: 'glad that the patients were not real people', 'bridge between the text world and the real world', and 'supplementations needed for virtual simulation to replace clinical practice'. Although virtual simulation helped acquire knowledge and skills related to psychiatric nursing practice in a safe environment, there were limitations to replacing clinical practice. To overcome this, a diverse approach between students and professors is required.
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Affiliation(s)
- Jaewon Joung
- College of Nursing, Research Institute of Nursing Science, Jeonbuk National University, Jeonju, Republic of Korea
| | - Kyung Im Kang
- College of Nursing, Institute of Health Sciences, Gyeongsang National University, Jinju, Republic of Korea
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34
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Gebreheat G, Whitehorn LJ, Paterson RE. Effectiveness of Digital Simulation on Student Nurses' Knowledge and Confidence:An Integrative Literature Review. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:765-775. [PMID: 35923540 PMCID: PMC9343169 DOI: 10.2147/amep.s366495] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Accepted: 07/13/2022] [Indexed: 05/18/2023]
Abstract
Digital simulation is an emerging innovation with the potential to address the limitations to traditional clinical simulation. The pandemic has accelerated teaching on digital platforms, which is now embedded in pedagogic practice. This integrative review will evaluate the effectiveness of digital simulation on nursing students' knowledge and/or confidence. The electronic database search carried out between October 3 and 7, 2021. We included primary research articles published in English language between January 2012 and October 2021. From 14,369 citations, 10 full-text documents were included in our final analysis and synthesis. Results suggest that digital simulation with realistic, immersive and interactive characters had a positive impact on students' learning outcome in terms of knowledge acquisition and self-confidence. Therefore, combining digital simulation with face-to-face simulation will enhance learning.
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Affiliation(s)
- Gdiom Gebreheat
- Department of Nursing, College of Medicine and Health Sciences, Adigrat University, Adigrat, Ethiopia
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK
| | - L Jane Whitehorn
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK
| | - Ruth E Paterson
- School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK
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35
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Williams J, Murphy M, Garrow A. Development of a simulation placement in a pre-registration nursing programme. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2022; 31:549-554. [PMID: 35648672 DOI: 10.12968/bjon.2022.31.10.549] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
BACKGROUND A 4-week simulation placement for first-year student nurses using an innovative blended approach was developed and delivered in one university. This was the first tariff-funded simulation placement in the UK for student nurses. AIMS To describe how this flexible simulation placement was developed, operated and adapted due to COVID-19 while exploring the student nurses' experiences and preparedness for practice. METHODS An anonymous online survey was undertaken and a placement evaluation was completed and compared with traditional clinical placement evaluations by previous students at the same point in their studies. RESULTS Students were as satisfied with the simulation placement as students who had attended real practice placements: 92% of students were satisfied with their simulated placement experience and 92% felt prepared for practice. CONCLUSION This simulated placement has been an acceptable replacement for traditional practice placements, particularly during the COVID-19 pandemic.
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Affiliation(s)
| | - Mark Murphy
- Senior Lecturer Clinical Simulation, Liverpool John Moores University
| | - Amanda Garrow
- Programme Lead MSc Pre-Registration Nursing, Liverpool John Moores University
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Stephen T, King K, Taylor M, Jackson M, Hilario C. A Virtual, Simulated Code White for Undergraduate Nursing Students. Can J Nurs Res 2022; 54:320-330. [PMID: 35578409 PMCID: PMC9379387 DOI: 10.1177/08445621221101290] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background Nurses and nursing students are increasingly vulnerable to workplace
violence, both verbal and physical, as health care settings and clients cope
with unprecedented challenges including the COVID-19 pandemic. Concurrently,
clinical learning opportunities for nursing students have been curtailed by
public health restrictions and limited capacity. While virtual simulations
have been promoted as an alternative to clinical hours, their effectiveness
as an educational intervention on workplace violence has yet to be
assessed. Purpose The authors sought to evaluate a virtual, simulated code white—a set of
organized responses to a client, visitor, or staff member exhibiting the
potential for violence—involving 4th year undergraduate nursing students,
randomly sorted into an intervention group and a control group. Methods Pre and post test measures of knowledge and attitudes about mental health,
workplace violence and virtual simulation were collected, as well as
qualitative data from focus groups. Findings While the sample size (n = 24) was insufficient to detect meaningful
differences between the intervention and control groups, descriptive
statistics and focus group data revealed significant gaps in participants’
knowledge around managing workplace violence. Participants rated the virtual
simulation highly for its realism and the opportunity to experience working
in a virtual environment, while they felt the preamble and debrief were too
short. Conclusions The findings illustrate a virtual code white simulation has clear educational
benefits, and that multiple iterations, both virtual and in person, would
most likely increase the benefits of the intervention.
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Affiliation(s)
- Tracey Stephen
- Faculty of Nursing, College of Health Sciences, 3158University of Alberta, Edmonton, AB, Canada
| | - Keith King
- Faculty of Nursing, College of Health Sciences, 3158University of Alberta, Edmonton, AB, Canada
| | - Mischa Taylor
- Faculty of Nursing, College of Health Sciences, 3158University of Alberta, Edmonton, AB, Canada
| | - Margot Jackson
- Faculty of Nursing, College of Health Sciences, 3158University of Alberta, Edmonton, AB, Canada
| | - Carla Hilario
- Faculty of Nursing, College of Health Sciences, 3158University of Alberta, Edmonton, AB, Canada
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Altmiller G, Jimenez F, Wharton J, Wilson C, Wright N. HIV and Contact Tracing: Impact of a Virtual Patient Simulation Activity. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2021.12.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Hwang GJ, Chang CY, Ogata H. The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 108:105164. [PMID: 34627030 DOI: 10.1016/j.nedt.2021.105164] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 08/29/2021] [Accepted: 09/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In nursing education, knowledge and competence in conducting physical assessments are crucial. Therefore, physical assessment knowledge has become a fundamental and essential education program for nursing students. However, most of the current nursing courses are taught via a didactic teaching approach, making it difficult for students to think deeply about relevant issues due to the lack of interaction and context. This may, in turn, have an impact on learning effectiveness and clinical judgment. OBJECTIVE A virtual patient (VP)-based social learning approach is proposed to enhance nursing students' performance and clinical judgment in education programs. DESIGN A quasi-experiment method was adopted to evaluate the effectiveness of the proposed approach. PARTICIPANTS A total of 40 senior nursing students participated in the study (VP-based social learning approach group = 20, control group = 20). METHODS The study involved a pre- and post-test to examine students' learning achievements, self-efficacy, and communication skills. The experimental group adopted the VP-based learning approach, while the control group adopted the conventional didactic learning approach. ANCOVA was employed to compare the performances of the two groups. RESULTS The experimental results indicate that using a VP for learning can enhance students' learning achievements, self-efficacy, and communication skills. In addition, based on the analysis of the results, students generally believed that learning with a VP makes learning more enjoyable. CONCLUSION The VP-based social learning approach would be an effective strategy to train nursing students who have limited opportunities to experience real clinical situations, in particular during the COVID-19 pandemic.
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Affiliation(s)
- Gwo-Jen Hwang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan.
| | - Ching-Yi Chang
- School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei 11031, Taiwan.
| | - Hiroaki Ogata
- Academic Center for Computing and Media Studies and the Graduate School of Informatics, Kyoto University, Japan.
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Holthaus AM, Longhi JA. Transforming National League for Nursing Advancing Care Excellence for Seniors Unfolding Cases into Virtual Simulations: An Innovative Approach for Interactive Learning. Clin Simul Nurs 2021; 72:37-42. [PMID: 36317065 PMCID: PMC9603821 DOI: 10.1016/j.ecns.2021.09.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
Background Two National League for Nursing (NLN) Advancing Care Excellence for Seniors (ACE.S) cases were transformed into engaging and interactive virtual simulation learning experiences due to the COVID-19 pandemic. Methods The purpose of this article is to describe the process of designing and implementing this novel approach to virtual simulation. Results Faculty aligned each virtual simulation with existing course outcomes, student learning outcomes, concept-based learning principles, and best practices of The International Nursing Association for Clinical Simulation and Learning (INACSL) standards. Conclusions Practical strategies used to convert these unfolding case studies into virtual simulations for a small private Christian university of undergraduate junior level accelerated nursing students will be revealed.
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An HJ, Choi JS, Roh M, Cho HM, Choi EJ. The Korean version of the Virtual Patient Learning System Evaluation Tool: Assessment of reliability and validity. NURSE EDUCATION TODAY 2021; 106:105093. [PMID: 34399117 PMCID: PMC8426035 DOI: 10.1016/j.nedt.2021.105093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 07/23/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Due to the recent spread of coronavirus disease 2019, Korean nursing colleges are increasingly using virtual patient simulation to make up for a lack of available clinical practice in medical institutions. Therefore, an instrument is required to evaluate the effects of the virtual patient learning system in South Korea. OBJECTIVE To assess the validity and reliability of the Korean version of the Virtual Patient Learning System Evaluation Tool (K-VPLSET). DESIGN This is a methodological study. SETTINGS This study was conducted via an online survey for Korean nursing students. PARTICIPANTS The present study included 373 participants who were 3rd and 4th year Korean nursing students. METHODS After translating the English version of VPLSET into Korean, a pilot test with a cognitive interview was undertaken to ensure that the meaning of original instrument and appropriateness for Korean nursing students had been retained. The content validity of the K-VPLSET was examined by a panel of six experts. Convenience sampling was used to recruit 3rd and 4th year Korean nursing students, among whom 170 were recruited for exploratory factor analysis (EFA) and 203 for confirmatory factor analysis (CFA). SPSS version 26.0 was used for EFA, whereas AMOS version 22.0 was used for CFA. RESULTS From the 32 initial items, the final version of the K-VPLSET ultimately included 20 items, with a Cronbach's α of 0.89. EFA identified four factors ("Nursing Knowledge Improvement," "Clinical Competency Development," "Confidence in Nursing Performance," and "Nursing Care Plan Application") that explained 56.9% of the total variance. CFA confirmed the validity of the instrument. CONCLUSIONS Our findings confirmed that the K-VPLSET is a valid and reliable instrument for assessing the effects of the virtual patient learning system, through which the quality of e-learning for Korea nursing students can be determined.
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Affiliation(s)
- Hae Jeong An
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Jung Suk Choi
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Min Roh
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Hyun Mi Cho
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
| | - Eun Ju Choi
- College of Nursing, Ewha Womans University, 52, Ewhayeodaegil, Seodaemungu, Seoul 03760, Republic of Korea.
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Abstract
BACKGROUND The global COVID-19 pandemic resulted in abrupt changes in the delivery of health care and nursing education, particularly in highly affected areas of the country. PROBLEM Many hospitals suspended nursing students' learning on-site due to concerns related to virus transmission and lack of clear guidance on safe and effective learning. This Model C Clinical Nurse Leader (CNL) direct entry MSN program needed to meet graduating students' capstone learning needs in a virtual format. APPROACH A review of the literature along with CNL competencies and other American Association of Colleges of Nursing resources informed this evidence-based virtual capstone experience. OUTCOMES Students achieved learning outcomes in a virtual format and reported high levels of satisfaction with learning activities. CONCLUSIONS Virtual learning activities were essential at the height of the pandemic and may prove useful in other circumstances that limit clinical site availability. These activities can also complement in-person learning experiences.
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Affiliation(s)
- Katherine Hinic
- Graduate Nursing Department, Seton Hall University College of Nursing, Nutley, New Jersey; and Center for Nursing Innovation and Research, Morristown Medical Center, Morristown, New Jersey
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Usability testing of the sexual orientation and gender identity nursing education eLearning toolkit and virtual simulation games. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.06.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Brown KM, Swoboda SM, Gilbert GE, Horvath C, Sullivan N. Integrating Virtual Simulation into Nursing Education: A Roadmap. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.08.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.02.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Fung JTC, Zhang W, Yeung MN, Pang MTH, Lam VSF, Chan BKY, Wong JYH. Evaluation of students' perceived clinical competence and learning needs following an online virtual simulation education programme with debriefing during the COVID-19 pandemic. Nurs Open 2021; 8:3045-3054. [PMID: 34331397 PMCID: PMC8441701 DOI: 10.1002/nop2.1017] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/20/2021] [Accepted: 07/19/2021] [Indexed: 11/26/2022] Open
Abstract
Aims and objectives This study aimed to evaluate the effect of a virtual simulation education programme with debriefing in undergraduate nursing students. Perceived clinical competence and learning needs of students in a simulation environment were also measured. Background Evidence showed virtual simulation education programmes provided better knowledge acquisition. However, these studies to date did not incorporate virtual simulation in the combination of a debriefing model in nursing students. Design A one‐group pre‐test and post‐test design. Methods 188 final year undergraduate nursing students participated in the study. Linear mixed model analysis was conducted to evaluate the effect of the programme. Results Students have perceived a significant improvement in clinical competence and nursing process. Self‐efficacy has also boosted. Communication and critical thinking were applied better in the traditional clinical environment. Conclusion Perceived clinical competence of Chinese nursing students has significant improvements by using virtual simulation combining a debriefing model during the COVID‐19 period. Virtual simulation met students' learning needs. Future studies should include a control group for comparison and long‐term measurement. Relevance to clinical practice The study provided an innovative clinical learning pedagogy to serve as a potential alternative with traditional clinical practicum during the COVID‐19 period as this is substantially limited.
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Affiliation(s)
- John Tai Chun Fung
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Wen Zhang
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Man Nga Yeung
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Michelle Tsz Ha Pang
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Veronica Suk Fun Lam
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Bobo Kai Yin Chan
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Janet Yuen-Ha Wong
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
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Kim MJ, Kang HS, De Gagne JC. Nursing Students' Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic. Clin Simul Nurs 2021; 60:11-17. [PMID: 34249183 PMCID: PMC8257426 DOI: 10.1016/j.ecns.2021.06.010] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background This study aimed to understand prelicensure nursing students’ perceptions and experiences of using virtual simulation as an alternative to clinical practice during the coronavirus 2019 (COVID-19) pandemic in South Korea. Methods A total of 20 students from a 4-year baccalaureate nursing program participated in this descriptive qualitative study. Six focus group interviews using Zoom video communications were conducted with three to four participants to understand their experiences. Data were analyzed using an inductive content analysis approach. Results The following three major themes emerged: (a) difficulties encountered in using virtual simulation, (b) benefits to student confidence and competence to provide patient-centered care, and (c) gaps in satisfaction due to needed improvements. Conclusions Virtual simulation could be beneficial for improving prelicensure nursing students’ confidence and competence; however, improvements to virtual simulation realism and engagement are needed to maximize user satisfaction and performance.
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Affiliation(s)
- Mi Jong Kim
- Department of Nursing, Hannam University, Daejeon, Korea, 70 Hannamro, Daedeok-Gu Daejeon 34430, Korea
| | - Hee Sun Kang
- Red Cross College of Nursing, Chung-Ang University, Seoul, Korea, 84 Heukseok-ro, Dongjak-gu, 06974 Seoul, Korea
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Stuart J, Aul K, Bumbach MD, Stephen A, Lok B. Building a Handoff Communication Virtual Experience for Nursing Students Using Virtual Humans. Comput Inform Nurs 2021; 39:1017-1026. [PMID: 34029264 DOI: 10.1097/cin.0000000000000760] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Effective communication among healthcare professionals is critical to delivering safe, high-quality patient care. One important real-world skill that nursing students must acquire is generating accurate handoff communication reports. The central aim of this study was to build, assess, and revise a virtual experience simulation that allows nursing students to observe a standardized clinical situation in an immersive environment and then practice the situation-background-assessment-recommendation communication method. This between-groups experimental study, which was modified in light of COVID-19 concerns, evaluated how well 69 prelicensure nursing students understood a handoff communication report after viewing a virtual human patient and nurse interact during a triage assessment scenario. Results indicate student comprehension levels did not differ based on which of two metacognitive learning strategies was used. Participants in both study groups were able to accurately complete a situation-background-assessment-recommendation instrument based on the virtual experience. Further, they believed that watching a virtual nurse perform a triage assessment would help them perform one themselves in a similar virtual environment. There was also an unexpected study finding related to patient safety within the context of the simulation. This finding warrants further research that will lead to revision of the virtual experience used to train future nurses.
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Affiliation(s)
- Jacob Stuart
- Author Affiliation: College of Nursing (Drs Aul and Bumbach, Ms Stephen) and Computer Information Science & Engineering (Mr Stuart and Dr Lok), University of Florida, Gainesville
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Verkuyl M, Atack L, Lapum JL, Hughes M, St-Amant O, Petrie P. User Engagement Using an Etextbook: A Descriptive Study. Comput Inform Nurs 2021; 39:668-674. [PMID: 33935200 DOI: 10.1097/cin.0000000000000720] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Engagement is an integral pedagogical component underpinning effective educational activities and is of importance for educators using online platforms. Carefully designed, technology-enabled learning resources can increase student engagement. We developed an open educational resource etextbook on vital sign measurement using an interactive and multimodal platform to facilitate student learning. The etextbook design was informed by experiential teaching-learning theory. Students progressed through the etextbook at their own pace, following pedagogy informed by the iterative process of read, observe, practice, and test, commonly used in nursing education. The etextbook was introduced as a required reading in a first-year health assessment course at one university and two colleges. In this project, we explored the level of engagement experienced by users of the etextbook. We conducted a descriptive study using the User Engagement Scale to measure students' degree of engagement using the etextbook. Results from participants (N = 455) who used the etextbook in the study indicated a high level of engagement. The responses to an open-ended item on the survey provided context to the results and shed light on effective design practices. Several recommendations for best practices in developing etextbooks are identified for educators to consider.
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Affiliation(s)
- Margaret Verkuyl
- Author Affiliations: School of Community and Health Studies, Centennial College (Ms Verkuyl, Dr Atack, and Ms Hughes); Daphne Cockwell School of Nursing, Ryerson University (Drs Lapum and St-Amant); and Sally Horsfall Eaton School of Nursing, George Brown College (Mr Petrie), Toronto, Ontario, Canada
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Liu W. Virtual Simulation in Undergraduate Nursing Education: Effects on Students' Correct Recognition of and Causative Beliefs About Mental Disorders. Comput Inform Nurs 2021; 39:616-626. [PMID: 33935205 DOI: 10.1097/cin.0000000000000745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Virtual simulation as an emerging nursing pedagogy can facilitate optimal learning through the use of experiential learning and technology. The purpose of this prospective cohort study was to assess the long-term effects of virtual simulation on undergraduate nursing students' recognition of and causative beliefs about depression and schizophrenia. Students' responses from the simulation cohort (n = 149) and the nonsimulation cohort (n = 150) at a school of nursing in the United States were compared. While students' responses were fairly similar between the two cohorts, students who received virtual simulations more often rated character weakness as an unlikely cause for schizophrenia than those who did not receive virtual simulations. The major difference supports the use of virtual simulation in influencing positive changes in nursing students' perceptions and attitudes toward mental illness.
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Affiliation(s)
- Wei Liu
- Author Affiliation: College of Nursing and Public Health, Adelphi University, Garden City, NY
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The effects of a virtual simulation-based, mobile technology application on nursing students' learning achievement and cognitive load: Randomized controlled trial. Int J Nurs Stud 2021; 120:103948. [PMID: 34051588 DOI: 10.1016/j.ijnurstu.2021.103948] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 03/09/2021] [Accepted: 04/14/2021] [Indexed: 11/21/2022]
Abstract
BACKGROUND The use of virtual simulation methods in nursing education offers potential advantages for students to experience and learn in a safe and realistic environment by acquiring skills and attitudes to prepare for clinical experiences. OBJECTIVE The study's aim was to test the hypothesis that nursing students who used a mobile learning app would have significantly (1) higher levels of knowledge about medication administration and nasotracheal suctioning, (2) better development of skill performances on medication administration and nasotracheal suctioning, (3) higher satisfaction, and (4) lower cognitive load than a control group. DESIGN A randomized experimental study with pretest and posttest design. SETTINGS AND PARTICIPANTS One hundred nursing students were randomly assigned to an experimental or control group at a Southern Taiwan university's school of nursing. METHODS The experimental group received the virtual simulation-based mobile learning app and the control group used traditional paper materials. Participants were assessed on knowledge before and after the intervention. Skill performance and intrinsic and extraneous cognitive load were measured after the intervention. RESULTS The experimental group who used the mobile app had significantly higher knowledge scores, significantly lower intrinsic and extraneous cognitive load, better skill performance, and higher satisfaction than the control group. CONCLUSIONS The implementation of a mobile app for simulation learning had a positive impact on nursing students' knowledge and skill performances as well as the reduction of learning cognitive loading. Nurse educators and researchers should collaborate in developing virtual learning resources to support clinical nursing education. Tweetable abstract: The mobile app for learning achieved higher knowledge and satisfaction scores, demonstrated better skill performance without increasing cognitive load.
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