Evidentiary and theoretical foundations for virtual simulation in nursing education

Dolan, Hanne; Amidon, Brayton J.; Gephart, Sheila M.

doi:10.1016/j.profnurs.2021.06.001

Cited by 24 publications

(15 citation statements)

References 40 publications

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“…Of the four andragogical principles: planning, experience, relevance, and content ( Health Research Funding, 2020 ) incorporated in prelicensure nursing education, planning, experience, and content could have been altered due to events surrounding the COVID-19 pandemic. While adult learners are self-directed and their learning is problem-focused, they need educator guidance, or a scaffolded approach ( Dolan et al, 2021 ) to the planning and content delivered to support their learning experiences. The planning of nursing education was altered by shelter in place orders (AJMC staff, 2020 ), social distancing, and clinical site availability during the pandemic ( Dolan et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…While adult learners are self-directed and their learning is problem-focused, they need educator guidance, or a scaffolded approach ( Dolan et al, 2021 ) to the planning and content delivered to support their learning experiences. The planning of nursing education was altered by shelter in place orders (AJMC staff, 2020 ), social distancing, and clinical site availability during the pandemic ( Dolan et al, 2021 ). As aspects of nursing education were forced online ( Weston & Zauche, 2021 ) content could have changed and these andragogical changes could explain the differences in nursing student performance reflected in their program scores.…”

Section: Discussionmentioning

confidence: 99%

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The effect of COVID-19 on nursing program passing scores

Austin

2023

Teaching and Learning in Nursing

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The effect of COVID-19 on nursing program passing scores

Austin

2023

Teaching and Learning in Nursing

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“…Published by Sciedu Press self-reflection and evaluation. [36] Debriefing promotes learning while affording self-reflective possibilities [23] and continues to be a crucial and fundamental facet to any simulation genre. [27] To conclude, VSLE can enhance learners' self-confidence, promote patient assessment and prioritization of care, improve clinical judgment and reasoning while fostering a sense of professionalism.…”

Section: Discussionmentioning

confidence: 99%

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Sharoff

2022

JNEP

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Introduction: This first-time novel pilot study explored RN-BS students’ perceived effectiveness of utilizing vSim for Nursing® as a clinical replacement with a second aim that explored the efficacy of their preparation.Methods: Outcomes of this quantitative study explored the effectiveness of vSim for Nursing utilized the Simulation Effectiveness Tool – Modified (SET-M).Results: Frequency distributions demonstrated majority (n = 14) strongly agreed on the effectiveness of vSim for learning, with all items ranging from 50% (n = 7) to 78.6% (n = 11). Debriefing had the overall highest responses, 57.1% (n = 8) to 78.6% (n = 11). Majority strongly agreed that their preparation was highly effective, 71.43% (n = 10) to 85.71% (n = 12).Conclusions: vSim for Nursing was perceived to be an efficacious clinical practice replacement tool while feeling prepared to achieve the learning outcomes was beneficial. Debriefing continues to be a crucial and fundamental facet to any mode of simulation. Virtual simulation experiences can bridge the gap to assist students to further their knowledge and confidence.

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“…The goal is to understand the extent to which the course content exposed students to the spectrum of problem-solving contexts. Dolan et al propose some recommendations for the use of virtual simulations in the current learning environment by studying learning theories, learning styles, and Bloom’s revised taxonomy (Dolan et al., 2021 ). Synchronous debriefing with students, faculty, preceptors, and peers provides the opportunity for scaffolding to support students’ learning needs and foster reflection.…”

Section: Literature Reviewmentioning

confidence: 99%

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Zhang

2023

Int J Educ Technol High Educ

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This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online–offline hybrid teaching method, which adopts student-centered case-based teaching and online–offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online–offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom’s taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online–offline case discussion have achieved better teaching effect.

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Evidentiary and theoretical foundations for virtual simulation in nursing education

Cited by 24 publications

References 40 publications

The effect of COVID-19 on nursing program passing scores

The effect of COVID-19 on nursing program passing scores

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

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