Non-Acute-Care Virtual Simulation: Preparing Students to Provide Chronic Illness Care

Tilton, Kathleen; Tiffany, Jone; Hoglund, Barbara A.

doi:10.5480/14-1532

Cited by 18 publications

(8 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because the feedback and scoring of achievement of learning objectives are immediate, some educators believe that the cognitive load of the learner is lightened, even while the nursing student is developing safe habits related to patient care. 27 Many SBSs also allow learners to replay the scenario, which appeals to learners who want to repeat the scenario until they do it perfectly. Although performance feedback logs are helpful for learners to independently correct their actions, this does not ensure that the thinking underlying these actions has also been corrected.…”

Section: Approachmentioning

confidence: 99%

Using Debriefing for Meaningful Learning With Screen-Based Simulation

2020

View full text Add to dashboard Cite

Background: COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected. Problem: Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes. Approach: Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience. Conclusion: By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.

show abstract

Section: Approachmentioning

confidence: 99%

Using Debriefing for Meaningful Learning With Screen-Based Simulation

2020

View full text Add to dashboard Cite

show abstract

“…During data collection, the research team noted that the participants used the focus group as a way to debrief their experience (Verkuyl et al, 2017a). The need for debriefing virtual simulation experiences is supported by the literature (Peters & Vissers, 2004;Tilton, Tiffany, & Hoglund, 2015); the question now is how best to conduct the debrief. Best practices in debriefing related to virtual simulations is an important issue, as educational institutions increasingly use online and technology-enabled learning.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Debriefing Methods after a Virtual Simulation: An Experiment

Verkuyl

Atack

McCulloch

et al. 2018

Clinical Simulation in Nursing

View full text Add to dashboard Cite

Background: Numerous studies support debriefing after an in-person simulation experience. However, there is little understanding about effective debriefing methods after a virtual simulation. Method: An experimental study was conducted to examine various debriefing methods. Participants completed a virtual gaming simulation and were randomly assigned to one of three debriefing methods: in person, virtual, and self. Results: Within groups, students made significant knowledge and self-efficacy gains, and all groups rated their debriefing experience highly. There were no significant differences in outcomes between groups. Conclusion: There is evidence to support alternative debriefing methods beyond the traditional in-person approach after a virtual gaming simulation.

show abstract

“…Several studies have also shown that nursing interns lack the knowledge to properly handle patients with hypoglycemia, especially elderly patients with diabetes, which could increase the risk of acute complications in these patients [ 34 , 35 ]. This reminds us that virtual simulation is an interactive learning strategy that can increase students’ intrinsic motivation and satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Nursing Interns’ Attitudes Toward, Preferences for, and Use of Diabetes Virtual Simulation Teaching Applications in China: National Web-Based Survey

Liu¹,

Weng²,

Xu³

et al. 2021

JMIR Mhealth Uhealth

View full text Add to dashboard Cite

Background Diabetes has placed heavy social and economic burdens on society and families worldwide. Insufficient knowledge and training of frontline medical staff, such as nurses, interns, and residents, may lead to an increase in acute and chronic complications among patients with diabetes. However, interns have insufficient knowledge about diabetes management. The factors that affect interns’ current level of diabetes-related knowledge are still unclear. Therefore, understanding the behavioral intentions of interns is essential to supporting the development and promotion of the use of virtual simulation teaching applications. Objective This study aimed to identify the determinants of nursing interns’ intentions to use simulation-based education applications. Methods From December 1, 2020, to February 28, 2021, the web-based survey tool Sojump (Changsha Xingxin Information Technology Co) was used to survey nursing interns in hospitals across China. Two survey links were sent to 37 partner schools in 23 major cities in China, and they were disseminated through participants’ WeChat networks. Multiple regression analysis was used to determine the association between demographic information and basic disease information and the use of the application for treating adult patients. Results Overall, 883 nursing interns from 23 provinces in China responded to the survey. Among them, the virtual simulation utilization rate was 35.6% (314/883) and the awareness rate was 10.2% (90/883). In addition, among the interns, only 10.2% (90/883) correctly understood the concept of virtual simulation, and most of them (793/883, 89.8%) believed that scenario-simulation training or the use of models for teaching are all the same. Multiple regression analysis showed that the educational level, independent learning ability, and professional identity of the interns were related to use of the application (P<.05). Skills and knowledge that the interns most wanted to acquire included the treatment of hypoglycemia (626/883, 70.9%), functional test simulation (610/883, 69.1%), and blood glucose monitoring technology (485/883, 54.9%). A total of 60.5% (534/883) of the interns wanted to acquire clinical thinking skills, while 16.0% (141/883) wanted to acquire operational skills. Nursing trainees believed that the greatest obstacles to virtual simulation included limited time (280/883, 31.7%), the degree of simulation (129/883, 14.6%), the demand for satisfaction (108/883, 12.2%), and test scores (66/883, 7.5%). Conclusions The understanding and usage rate of diabetes virtual simulation teaching applications by Chinese nursing interns is very low. However, they have high requirements regarding this teaching method. Conducting high-quality randomized controlled trials and designing applications that are suitable for the needs of different nurse trainees will increase students’ interest in learning and help improve diabetes knowledge among nursing interns.

show abstract

Non-Acute-Care Virtual Simulation: Preparing Students to Provide Chronic Illness Care

Cited by 18 publications

References 0 publications

Using Debriefing for Meaningful Learning With Screen-Based Simulation

Using Debriefing for Meaningful Learning With Screen-Based Simulation

Comparison of Debriefing Methods after a Virtual Simulation: An Experiment

Nursing Interns’ Attitudes Toward, Preferences for, and Use of Diabetes Virtual Simulation Teaching Applications in China: National Web-Based Survey

Contact Info

Product

Resources

About