Computer-based simulation: Effective tool or hindrance for undergraduate nursing students?

How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses? A systematic review

“…Traditional simulated practice takes place within skills laboratories, using mannequins, part task trainers and human actors to replicate clinical scenarios or discrete procedural tasks (Weller, Nestel, Marshall, Brooks, & Conn, 2012). In addition, computer based simulation plays an important role within healthcare education, with a range of software applications and 'serious games' being used as an adjunct to, or replacement for face-to-face training (Wang et al 2016, Donovan et al 2018. Aligning closely to experiential learning theory (Kolb, David A., Boyatzis, Richard, E., Mainemelis, 2000;Kolb, 1984), simulated practice allows the learner to partake in a concrete event, reflect on the experience, identify what may have been done differently, and actively experiment, allowing the learning to shape future practice (Poore, Cullen, & Schaar, 2014).…”

Nursing Students' Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning

“…Nursing students performed nursing roles with self-directed learning, and their performances were reviewed through the evaluation process, which facilitated reflective learning. Donovan, Argenbright, Mullen, and Humbert (2018) suggested that the debriefing stage is a key element in students' learning experience in HF-SBL as it promotes reflection-on-action as well as emotional processing (alleviating anxiety) upon completion of the practice. Similarly, students in this study believed that they can foster self-directed learning and critical thinking through reflective learning from their experiences of HF-SBL.…”

Factors Influencing Nursing Students’ Immersive Virtual Reality Media Technology-Based Learning

“…As a result of previous research that was conducted to confirm the effectiveness of virtual reality simulation education through an integrative analysis on quantitative and qualitative works, it was found that readiness for the use of a virtual reality device, a mastering of the platform, and an interesting scenario were necessary [ 10 ]. This shows that VR-applied game-like hands-on education has the characteristics of a high level of immersion [ 11 ]. In addition, the biggest characteristic of virtual reality media is that learners learn with a constructivist approach through VR [ 5 ], which is that it presupposes self-directed learner-centered education [ 12 ] unlike the existing teacher-centered learning method.…”