Using Virtual Simulation to Teach Inclusivity: A Case Study

Tiffany, Jone; Hoglund, Barbara A.

doi:10.1016/j.ecns.2015.11.003

Cited by 20 publications

(9 citation statements)

References 11 publications

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“…These results are in line with the results of other studies, where the authors found that levels of knowledge [31-33] and satisfaction [14] with the learning process improve with the use of virtual simulation.…”

Section: Discussionsupporting

confidence: 91%

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Padilha¹,

Machado²,

Ribeiro³

et al. 2019

J Med Internet Res

325

261

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Background In the field of health care, knowledge and clinical reasoning are key with regard to quality and confidence in decision making. The development of knowledge and clinical reasoning is influenced not only by students’ intrinsic factors but also by extrinsic factors such as satisfaction with taught content, pedagogic resources and pedagogic methods, and the nature of the objectives and challenges proposed. Nowadays, professors play the role of learning facilitators rather than simple “lecturers” and face students as active learners who are capable of attributing individual meanings to their personal goals, challenges, and experiences to build their own knowledge over time. Innovations in health simulation technologies have led to clinical virtual simulation. Clinical virtual simulation is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills, and communication skills using virtual patients in a variety of clinical settings. Clinical virtual simulation can provide a pedagogical strategy and can act as a facilitator of knowledge retention, clinical reasoning, improved satisfaction with learning, and finally, improved self-efficacy. However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. Objective This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. Methods A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students’ levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. Results The experimental group made more significant improvements in knowledge after the intervention ( P =.001; d =1.13) and 2 months later ( P =.02; d =0.75), and it also showed higher levels of learning satisfaction ( P <.001; ...

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Section: Discussionsupporting

confidence: 91%

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Padilha¹,

Machado²,

Ribeiro³

et al. 2019

J Med Internet Res

325

261

View full text Add to dashboard Cite

show abstract

“…This is in line with previous research showing an improved learning process when using VP cases. The use of VP cases as a pedagogical strategy has shown improved knowledge retention and clinical reasoning in addition to increased student satisfaction (Padilha et al, 2018;Tschannen et al, 2012;Sperl-Hillen et al, 2014;Tiffany & Hoglund, 2016). This study showed that students experienced the VP cases to be realistic and similar to clinical practice, and they described VP cases as an important opportunity to train abilities such as pattern recognition, clinical reasoning, and clinical decision-making.…”

Section: Discussionmentioning

confidence: 74%

Virtual Patient Cases for Active Student Participation in Nursing Education —Students’ Learning Experiences

Forsberg¹,

Bäcklund²,

Telhede³

et al. 2019

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Virtual Patient cases (VP cases) promote learning, teaching, and assessment of clinical reasoning and can stimulate and motivate active learning experiences in nursing education. The aim of the study was to investigate the use of VP cases for active student participation in nursing education regarding students' learning experiences of clinical reasoning. After an intervention using VP cases in the graduate nursing program, 174 evaluation questionnaires were collected from the students. The questionnaire consisted of open-ended questions that covered students' learning experiences using VP cases. Deductive content analysis was used with a focus on the students' learning experiences. The results showed that the use of the VP cases provided a comprehensive view of the patient and encouraged the students to broaden their thinking and helped them in drawing conclusions and in structuring their problem-solving. The VP cases also stimulated their learning process and reflection. Their knowledge was challenged, and this motivated them to search for more knowledge that was then followed up in the VP cases. The students found that the VP cases provided support in translating theoretical knowledge into clinical reasoning, and they facilitated the application of theory in practice and encouraged the students to use their clinical reasoning. The VP cases allowed for self-evaluation, which was a motivating force and increased their awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and seem especially useful in enabling nursing students to apply theory in their clinical practice. Experiential learning theory supports the learning experiences from VP cases in clinical reasoning. In addition, working with VP cases seems to promote active student participation.

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“…However, there are few studies on nurse educators’ perspectives of virtual simulation effectiveness. Early studies evaluating faculty perceptions of virtual simulation have suggested its’ capacity to improve learning outcomes ( Jenson & Forsyth, 2012 ; Tiffany & Hoglund, 2016 ). One study explored faculty's readiness to integrate virtual simulation in teaching intravenous catheter insertion skills resulting in positive evaluation of its’ benefits and value ( Jenson & Forsyth, 2012 ).…”

Section: Virtual Simulation In Nursing Educationmentioning

confidence: 99%

“…One study explored faculty's readiness to integrate virtual simulation in teaching intravenous catheter insertion skills resulting in positive evaluation of its’ benefits and value ( Jenson & Forsyth, 2012 ). In a course using Second Live for graduate nurse educator students, findings revealed increased personal awareness of attitudes, biases and judgements with related appreciation and understanding of persons different from oneself ( Tiffany & Hoglund, 2016 ). Virtual simulation can be perceived as a practical teaching pedagogy, especially when faculty are equipped to fully participate in the process.…”

Section: Virtual Simulation In Nursing Educationmentioning

confidence: 99%

Faculty's Perception on Student Performance using vSim for Nursing® as a Teaching Strategy

Sharoff

2022

Clinical Simulation in Nursing

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Using Virtual Simulation to Teach Inclusivity: A Case Study

Cited by 20 publications

References 11 publications

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial

Virtual Patient Cases for Active Student Participation in Nursing Education —Students’ Learning Experiences

Faculty's Perception on Student Performance using vSim for Nursing® as a Teaching Strategy

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