The Impact of Virtual Simulation on Critical Thinking and Self-Directed Learning Ability of Nursing Students

Kang, Sook Jung; Hong, Chong Min; Lee, Hye-Rim

doi:10.1016/j.ecns.2020.05.008

Cited by 40 publications

(52 citation statements)

References 27 publications

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“…Based on eleven studies that examined the effectiveness of virtual simulation in improving knowledge, five studies showed no significant differences between virtual simulation and their respective control groups. This means that virtual reality simulation was found equally effective compared to the traditional instructional method 9,11 , use of case studies 10 , hybrid simulation 12 , and face-to-face teaching 13 . On the other hand, six studies showed significant differences between virtual simulation and their respective control groups.…”

Section: Discussionmentioning

confidence: 98%

“…Two studies examined the effect of virtual simulation on students' level of critical thinking. Kang, et al 9 found that critical thinking was improved but was not significant before and after virtual simulation. Similarly, Turrise, et al 10 also found that there are no statistically significant differences in critical thinking between the intervention (virtual simulation) and control (written case studies) groups.…”

Section: Knowledgementioning

confidence: 98%

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Virtual Simulation in Nursing Education: A Systematic Review

Tolarba¹

2021

IJONE

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Section: Discussionmentioning

confidence: 98%

Section: Knowledgementioning

confidence: 98%

Virtual Simulation in Nursing Education: A Systematic Review

Tolarba¹

2021

IJONE

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“…CME is the development of professional knowledge and skills throughout life, continuous improvement of professional level and expanding of professional competence -"life-long learning". The principles of the continuing system of medical education are individuality, continuity, cooperation with professional medical and pharmaceutical organizations, wide use of distance learning technologies [5,6], simulation and e-learning [7,8]. 3.…”

Section: The Second Trend Is Continuing Medical Education (Cme)mentioning

confidence: 99%

Transitivity processes in the field of higher medical education in the risk environment

Khoronko

Bondarenko

2020

E3S Web Conf.

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The article deals with transitivity processes in the field of higher medical education. Several trends related to transitivity processes are highlighted: the high demand for medical education with a shortage of qualified specialists; the continuing medical education and the introduction of an accreditation exam; the introduction of distance technologies, simulation and e-learning; specialist mobility. Thus, the educational process in the context of transitivity processes in the field of medical education should be focused on the formation of self-improvement skills, self-education. The article describes the functions of the students’ independent work in a medical university and the conditions that increase the effectiveness of the educational process. The article defines the role of the organization of student’s independent work in the development of self-education and self-improvement skills. The student’s independent work is considered as one of the forms that allow students to develop self-education and self-improvement skills, taking into account their abilities. The independent work as a form of self-improvement is aimed at developing the skills of independent search and choice of problem solutions; developing the skills of information analysis when working with a large volume of educational material; provides the development of critical thinking skills; stimulating the skills of evaluative and reflexive activity in the context of dynamic changes in the professional sphere.

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“…How to use learning strategies and time management can facilitate and accelerate the learning process. Learning and time management is one of the most important parts of learning and has an effective role in increasing the effectiveness of learning and through independence and self-direction in learning increases learning enthusiasm, intrinsic motivation and positive reorientation in learners' learning (Kang & et al, 2020) . Self-learning is one of the concepts that leads to self-direction in learning and increases mental activity, learning motivation and continuity of content in the mind (Alharbi, 2017).…”

Section: Introductionmentioning

confidence: 99%

Constructing of Self-Learning Assessment Tool in the University

Moradi

Lebadi

Parasteh-Ghombavani

et al. 2021

Iranian Journal of Educational Sociology

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Considering the role and importance of self-learning in academic success and performance, the present study was conducted with the aim of constructing of self-learning assessment tool in the university. Methodology: The present study in terms of applied purpose and in terms of how it was performed, it was cross-sectional. The population and sample of the research in the first part were the professors of Islamic State and Islamic Azad universities of Tehran and Gilan provinces in the academic year 2019-2010, from which 60 people were selected by multi-stage cluster sampling method. And in the second part, the students were from the same universities, from which 450 people were selected by multi-stage cluster method. Based on literature review and interviews with professors, 91 items were designed in six dimensions: Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education, and learning styles. To evaluate the face and content validity of experts, to evaluate the construct validity by exploratory factor analysis and to evaluate the reliability of Cronbach's alpha coefficients in SPSS software version 19. Findings: The findings showed that according to experts' opinion 15 items were removed and the final form of the scale had 76 items. Also, the results of confirmatory factor analysis showed that the self-learning assessment scale in the university had six factors of Hitagogic ability, self-regulation, critical thinking, knowledge management, adult education and learning styles that reliability through Cronbach's alpha coefficient for all factors above 0.70 and for the whole scale was 0.932. Conclusion:According to the results of this study, the self-learning assessment scale in the university had appropriate psychometric indices and can be used as a suitable and valid tool in other studies to assess selflearning.

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The Impact of Virtual Simulation on Critical Thinking and Self-Directed Learning Ability of Nursing Students

Cited by 40 publications

References 27 publications

Virtual Simulation in Nursing Education: A Systematic Review

Virtual Simulation in Nursing Education: A Systematic Review

Transitivity processes in the field of higher medical education in the risk environment

Constructing of Self-Learning Assessment Tool in the University

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