The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study

Hwang, Gwo‐Jen; Chang, Ching Yi; Ogata, Hiroaki

doi:10.1016/j.nedt.2021.105164

Cited by 22 publications

(15 citation statements)

References 47 publications

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“…With rapid advancements in the field of science and technology, nursing is a profession where, life long learning has to take place in order to stay updated. This places a demand on student nurses to widen their horizon of learning than getting self satisfied with what is only taught in the classroom [28]. In a systematic review [55], the authors rightly pointed out that, life long learning strategies must be incorporated in the nursing profession as it will not only enhance the overall knowledge, skills and core competencies of a nurse; but will directly lead to improved quality of patient care.…”

Section: Discussionmentioning

confidence: 99%

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Enhancement of Learning Abilities of Student Nurses: Teaching and Learning Strategies

Sam¹

2024

Nursing - Trends and Developments

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The modern era poses a great challenge for students pursuing the baccalaureate program in nursing sciences. The Program requires rigorous hours of learning and clinical exposure. Nursing has now moved into a competency-based curriculum. The global demand for nurses is expected to rise to 9 million in the 2030. Hence, the profession needs a lot of dedicated and inspired minds with sacrifice and accountability. Students in general have a variety of learning styles that aids their learning process. This chapter focusses on the various strategies that nurse educators and faculty should adopt, to help students cope with the demands of the profession. There are a variety of strategies that can be used, however, each one has its own pros and cons. Nursing curriculum is centered on producing professionals who are committed to caring real-life clients. It’s the duty of nurse leaders, managers and educationists in sculpting young minds to work towards making a significant difference in the lives of others.

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Section: Discussionmentioning

confidence: 99%

“…It also enabled self-evaluation, which was a motivating force and increased awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and useful in enabling nursing students to apply theory in their clinical practice [28].…”

Section: Virtual Patient Learningmentioning

confidence: 99%

Enhancement of Learning Abilities of Student Nurses: Teaching and Learning Strategies

Sam¹

2024

Nursing - Trends and Developments

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“…This study used a quasi-experimental design to determine the students' reactions when doing a post-appendectomy wound care practicum using VRS for the first time. The study design and method followed the previous studies [15][16][17]. The survey response data were collected on 20 -24 July 2020 at the E6 general laboratory building at the Faculty of Health Sciences, Universitas Indonesia, Depok, Indonesia.…”

Section: Methodsmentioning

confidence: 99%

“…VRS also increased nursing students' satisfaction with their learning experiences [14]. However, VRS studies with a quasi-experimental design also found the effectiveness of virtual patient-based social learning [15], the effect of neonatal gamification programs in nursing students [16], and pediatric seizure management [17].…”

Section: Introductionmentioning

confidence: 99%

Nursing Student Reactions in Conducting Nursing Practicum Learning Using Virtual Reality Simulation

Izza¹,

Rahman²,

Firman³

et al. 2022

ujph

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The pandemic period forces many changes, including achieving competencies in practical learning in the laboratory. Simulation-based education (SBE) provides learners with experiences in real patient care environments, where they can safely practice making decisions and providing care without causing harm. Virtual Reality Simulation (VRS) is a virtual simulation practice method that can increase nursing students' enthusiasm for learning. This study aims to determine undergraduate students' reaction to implementing post-appendectomy wound care practicum using Virtual Reality Simulation in the Faculty of Nursing, Universitas Indonesia. This study used a quasi-experimental design to determine the students' reactions when using VRS for the first time. A user reaction questionnaire was used after testing its validity and reliability. The questionnaire contains 24 items that consist of 11 positive questions and 13 negative questions. The sample in this study was 30 undergraduate nursing students in semesters II and IV. The results of this study indicate that the respondents were enthusiastic about doing a practicum using VRS for post-appendectomy wound care. The post-practicum questionnaire survey results evidenced this study: 53.3% of the respondents were enthusiastic, and 46.7% were not enthusiastic; the cut-off point was 91.2. The nursing students enthusiastically conducted a post-appendectomy wound care practicum using VRS.This study recommends that VRS be further developed and tested using a larger sample size.

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“…The number of test stations can be set to three or eight stations. Starting from the rst test station, each student conducts nursing assessment, preparation, planning, and integration using the advanced simulation model to implement individual or team skill operations [30] . Each station requires six or ten min until all the station case operations are completed.…”

Section: Introductionmentioning

confidence: 99%

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

Mao³

et al. 2022

Preprint

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Background: Developing students’ metacognition awareness is a goal of university education as it can help equip students with life-long learning skills and promote holistic personal development. This study aimed to explore the effect of nursing comprehensive skill training course (NCST-C) on metacognitive awareness of nursing students in China, to provide a scientific foundation for improving metacognitive awareness.Design: A quasi-experimental two-group, matched pretest, post-test, and follow-up test.Methods: A total of 96 Junior nursing students were recruited using a convenience sampling and assigned to 2 groups by drawing lots with odd and even numbers in a nursing school at Huzhou University, China. The control group was received the traditional skill-training course. The intervention group was received training in NCST-C. Nursing students were evaluated metacognitive awareness inventory (MAI) at the baseline, 16-week, and 20-week follow-up points, respectively. A repeated-measures, two-way analysis of variance, and a simple effect test were used to compare each outcome measure of 2 groups.Results: The NCST-C resulted in a greater benefit for nursing students’ metacognition awareness and various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimensions scores of those in the intervention groups significantly improved at 16 weeks after the baseline (F = 44.03-9.78); all P <0.01); and the sustainable effect of NCST-C lasted for 1 month after the intervention (F = 14.24-56.75, all P <0.01), which reached statistical significance (P < 0.05).Conclusions: The NCST-C was an effective course to develop metacognition awareness of nursing students,which design provides a new form of experimental course to improve metacognition awareness.Trial registration: http://www.chictr.org.cn/listbycreater.aspxRegistration number:ChiCTR2200057910. First registration date 22/3/2022

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The effectiveness of the virtual patient-based social learning approach in undergraduate nursing education: A quasi-experimental study

Cited by 22 publications

References 47 publications

Enhancement of Learning Abilities of Student Nurses: Teaching and Learning Strategies

Enhancement of Learning Abilities of Student Nurses: Teaching and Learning Strategies

Nursing Student Reactions in Conducting Nursing Practicum Learning Using Virtual Reality Simulation

Impact of the nursing comprehensive skill training course (NCST-C) on nursing students' metacognitive awareness: A quasi-experimental study

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