Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial

Norwegian nursing students’ evaluation of vSim® for Nursing

“…The students of today expect digital, interactive and flexible solutions that help to prepare them for real-world patient care experiences [6]. Virtual clinical simulation is an emerging technology that has been suggested to be effective in nursing education [7–10]. Virtual reality simulation is defined as ‘The use of computer technology to create an interactive three dimensional world in which the objects have a sense of spatial presence; virtual environment and virtual world are synonyms for virtual reality’ [11].…”

“…The nursing scenarios can help the students to apply knowledge, make decisions, complete interventions, get feedback on their actions and repeat activities and content at their own pace [14]. vSim® for Nursing is organised in terms of learning objectives, planning, complexity and cues [9, 10, 15, 16]. Virtual clinical simulation for nursing students is used in various ways: as innovative classroom pedagogy to teach certain concepts and as a supplemental teaching strategy related to knowledge and skill acquisition and for preparation prior entering clinical practice settings [7–10, 14].…”

“…vSim® for Nursing is organised in terms of learning objectives, planning, complexity and cues [9, 10, 15, 16]. Virtual clinical simulation for nursing students is used in various ways: as innovative classroom pedagogy to teach certain concepts and as a supplemental teaching strategy related to knowledge and skill acquisition and for preparation prior entering clinical practice settings [7–10, 14]. Although research on vSim® for Nursing is limited, preliminary evidence demonstrates that it enhances nursing students’ knowledge, and it has been positively reviewed by students and faculty members [9, 16].…”

Evaluating a Serious Gaming Electronic Medication Administration Record System Among Nursing Students: Protocol for a Pragmatic Randomized Controlled Trial (Preprint)

“…Recent evidence suggests gamified approaches in nursing education can offer a range of benefits, including anxiety reduction in students, improvement in the repeatability of skills, and increased access to learning opportunities [41,42]. Other nursing education work has posited that there is no difference between gamified learning versus face-to-face clinical simulation [43]. Medical education research has found largely positive results regarding the use of gamification as a teaching-learning mechanism, in terms of medical content validity [27], acceptance of and retention of learned knowledge [44], and ongoing skill retention and learner engagement [29,45].…”

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

“…Yapılan başka bir çalışmada yüz yüze YGS ile sanal klinik simülasyon yöntemlerinin karşılaştırıldığı bir çalışma yer almaktadır. Yapılan çalışma sonucunda yüz yüze YGS ve sanal klinik simülasyon eğitiminde öğrenci bilgi puanları ve özgüven düzeyinde istatistiksel olarak anlamlı bir farklılık olmadığı ancak anksiyete puanlarının YGS eğitimi alan öğrencilerde daha düşük olduğu bulunmuştur (Cobbett ve Snelgrove-Clarke 2016).…”