Development of non-technical skills through virtual patients for undergraduate nursing students: An exploratory study

Peddle, Monica; McKenna, Lisa; Bearman, Margaret; Nestel, Debra

doi:10.1016/j.nedt.2018.11.008

Cited by 62 publications

(75 citation statements)

References 23 publications

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“…Our ndings also corroborate those of a qualitative study that explored how VP simulation in uenced the non-technical skills (such as communication) of undergraduate nursing students [7] and undergraduate health professional education [13]. The ndings suggest that students acknowledged the importance of communication and listening to their patients.…”

Section: Perceived DI Culty In Engaging In the Simulation-based Researchsupporting

confidence: 84%

“…The VP "opened their eyes" to the impacts either effective or poor communication had on healthcare [13]. VP simulation exerted a positive in uence on students, by reinforcing or teaching new communication skills, providing opportunities for practicing those skills and for building their con dence in applying them, and developing speci c verbal and nonverbal communication skills [7].…”

Section: Perceived DI Culty In Engaging In the Simulation-based Researchmentioning

confidence: 99%

“…VP simulation makes learning exible and convenient, as users choose the time and space where training occurs. It can also reduce the use of costly resources, and be disseminated to a broad range of healthcare professionals in various settings across far ranging geographical areas [6,7]. Simulation gives nurses the opportunity to practice with a VP in a safe learning environment; indeed, they can make mistakes without causing real patients any harm [8].…”

mentioning

confidence: 99%

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Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

Rouleau

Gagnon

Côté

et al. 2020

Preprint

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Background Nurses must meet professional standards by attending continuing education activities. Despite the potential of virtual patient simulation in nursing education, it has rarely been used in nurses’ continuing education to address relational skills. We developed an automated virtual patient simulation informed by motivational interviewing to enhance nurses’ relational skills. The simulation features an HIV-positive man struggling to adhere to his medication. Quizzes and feedback loops embedded in the simulation allow learners to observe the consequences of their choices. This study aimed to assess nurses’ perception of simulation’s acceptability. Specific objectives were: to measure the simulation design elements, its role in supporting practice, its quality and technology acceptance, and the achievement of learning objectives; to explore nurses’ learning experience. Methods We performed a convergent mixed methods study by combining a quantitative pre-experimental, one-group post-test design and a qualitative exploratory study. We used convenience and snowball sampling approaches to select registered nurses (n=49) working in Quebec, Canada, who self-reported as having basic computer literacy skills. Participants completed an online sociodemographic questionnaire, consulted the simulation, and filled out an online post-test survey. Descriptive statistics (mean, SD, median, interquartile range) were used to present quantitative findings. From the 27 participants who completed the simulation and post-test survey, five participated in a focus group to explore their learning experience. The discussion transcript was subjected to thematic analysis. Results Nurses perceived the simulation to be highly acceptable. They rated the global system quality and the technology acceptance with high scores. They reported having enjoyed the simulation and recommended other providers use it. Four qualitative themes were identified: motivations to engage in the simulation-based research; learning in a realistic, immersive, and non-judgmental environment; perceived utility of the simulation; and perceived difficulty in engaging in the simulation-based research. Conclusions The simulation contributed to knowledge and skills development on motivational interviewing and enhanced nurses’ self-confidence in applying relational skills. Simulation holds the potential to change practice, as nurses become more self-reflective and aware of the impact of their relational skills on patient care. Relational skills are fundamental to high-quality nursing care.Trial registration:ISRCTN18243005, retrospectively registered on July 3 2020.

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Section: Perceived DI Culty In Engaging In the Simulation-based Researchsupporting

confidence: 84%

Section: Perceived DI Culty In Engaging In the Simulation-based Researchmentioning

confidence: 99%

mentioning

confidence: 99%

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Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

Rouleau

Gagnon

Côté

et al. 2020

Preprint

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“…In recent years, several studies have been published using virtual patients and addressing their use for different learning objectives in nursing education. Virtual patients have been used to train non-technical skills (Peddle, Bearman, & Nestel, 2016;Peddle, Mckenna, Bearman, & Nestel, 2018). Guise, Chambers & Valimäki (2012) and Sunnqvist, Karlsson, Lindell, & Fors (2016) used virtual patients to train skills such as critical thinking, communication and decision making in a mental health context.…”

Section: Virtual Patients In Nursing Educationmentioning

confidence: 99%

“…Virtual patients seem to be well suited for training students to write summary statements (Berman et al, 2016;Heist, Kishida, Deshpande, Hamaguchi, & Kobayashi, 2016;Smith et al, 2016). Virtual patients have been used to train communication skills and creating summary reports in the form of SBAR reports (Fleiszer et al, 2017;Peddle et al, 2018), but to my knowledge have not been used to train the writing of nursing care plans using standardised nursing terminology.…”

Section: Main Findingsmentioning

confidence: 99%

A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients

Georg¹,

Karlgren²,

Ulfvarson³

et al. 2018

J Nurs Educ

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Assessing how students value learning communication skills in an undergraduate anatomy and physiology course

Cline

Santuzzi

Samonds

et al. 2021

Anatomical Sciences Ed

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Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare‐related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy‐Value Theory across three modes of communication (verbal, written, non‐verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) “Value to Profession” (attainment and utility value) and (2) “Value to Self” (intrinsic value and cost). There was a significant difference in sub‐scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest.

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Development of non-technical skills through virtual patients for undergraduate nursing students: An exploratory study

Cited by 62 publications

References 23 publications

Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

Virtual patient simulation to improve nurses’ relational skills in a continuing education context: A convergent mixed methods study

A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients

Assessing how students value learning communication skills in an undergraduate anatomy and physiology course

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