Educational Characteristics of Virtual Simulation in Nursing: An Integrative Review

Shin, Hyun‐Tak; Rim, Dahae; Kim, Hyojin; Park, So Jeong; Shon, Soonyoung

doi:10.1016/j.ecns.2019.08.002

Cited by 99 publications

(108 citation statements)

References 41 publications

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“…VR is highly conducive to clinical and procedure-focused training by enabling simulation [ 21 ]. VR simulation refers to the use of a variety of immersive, highly visual, 3D characteristics to replicate real-life situations and health care procedures, incorporating physical or other interfaces such as a computer keyboard, a mouse, speech/voice recognition, motion sensors, or haptic devices [ 22 ]. Virtual simulation refers to the involvement of real people operating simulated systems via a computer screen (virtual, that is, as the situation is not physical or in real time), and may include surgical simulators used for on-screen procedural training, usually integrated with haptic devices to interact with the system [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

“…Virtual simulation refers to the involvement of real people operating simulated systems via a computer screen (virtual, that is, as the situation is not physical or in real time), and may include surgical simulators used for on-screen procedural training, usually integrated with haptic devices to interact with the system [ 18 ]. In general, VR can make simulation become an effective supplemental tool for teaching [ 22 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

et al. 2020

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Background Virtual reality (VR) is the use of computer technology to create an interactive three-dimensional (3D) world, which gives users a sense of spatial presence. In nursing education, VR has been used to help optimize teaching and learning processes. Objective The purpose of this study was to evaluate the effectiveness of VR in nursing education in the areas of knowledge, skills, satisfaction, confidence, and performance time. Methods We conducted a meta-analysis of the effectiveness of VR in nursing education based on the Cochrane methodology. An electronic literature search using the Cochrane Library, Web of Science, PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature), up to December 2019 was conducted to identify studies that reported the effectiveness of VR on knowledge, skills, satisfaction, confidence, and performance time. The study selection and data extraction were carried out by two independent reviewers. The methodological quality of the selected studies was determined using the Cochrane criteria for risk-of-bias assessment. Results A total of 12 studies, including 821 participants, were selected for the final analysis. We found that VR was more effective than the control conditions in improving knowledge (standard mean difference [SMD]=0.58, 95% CI 0.41-0.75, P<.001, I2=47%). However, there was no difference between VR and the control conditions in skills (SMD=0.01, 95% CI –0.24 to 0.26, P=.93, I2=37%), satisfaction (SMD=0.01, 95% CI –0.79 to 0.80, P=.99, I2=86%), confidence (SMD=0.00, 95% CI –0.28 to 0.27, P=.99, I2=0%), and performance time (SMD=–0.55, 95% CI –2.04 to 0.94, P=.47, I2=97%). Conclusions The results of this study suggest that VR can effectively improve knowledge in nursing education, but it was not more effective than other education methods in areas of skills, satisfaction, confidence, and performance time. Further rigorous studies with a larger sample size are warranted to confirm these results.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

et al. 2020

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“…Virtual simulation (VS) applications currently used in nursing education are diverse and known only as platform types; these include Developed platform, Second Life, Unity 3D, vSim®, and CliniSpace ( Rim & Shin, 2020 ; Shin et al, 2019 ). An evaluation of vSim use by the National League for Nursing in the US reported that clinical faculty members perceived it positively and of “more value and utility than other teaching methods” ( Forneris & Scroggs, 2014 , p. 348).…”

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confidence: 99%

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Kim¹,

Kang²,

Gagné³

2021

Clinical Simulation in Nursing

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Background This study aimed to understand pre-licensure nursing students’ perceptions and experiences of using virtual simulation as an alternative to clinical practice during the coronavirus 2019 (COVID-19) pandemic in South Korea. Methods A total of 20 students from a 4-year baccalaureate nursing program participated in this descriptive qualitative study. Six focus group interviews using Zoom video communications were conducted with three to four participants to understand their experiences. Data were analyzed using an inductive content analysis approach. Results The following three major themes emerged: (a) difficulties encountered in using virtual simulation, (b) benefits to student confidence and competence to provide patient-centered care, and (c) gaps in satisfaction due to needed improvements. Conclusion Virtual simulation could be beneficial for improving pre-licensure nursing students’ confidence and competence; however, improvements to virtual simulation realism and engagement are needed to maximize user satisfaction and performance.

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“…In the US, Espotito and Sullivan (2020) suggest that the pandemic has accelerated the opportunities to use virtual simulation to support clinical learning experiences. Previous research undertaken in Europe and Asia identifies that virtual simulation is an effective pedagogy which increases learner engagement and achievement (Padilha et al, 2019;Shin et al, 2019). However, one drawback of the OMS technology is the requirement for Windows 10 (for Macs Sierra OS or above), a device with minimum 8GB ram and 15GB storage and the platform is incompatible with tablets, smartphones and Chromebooks.…”

Section: Impact Of Covid-19 On Simulation In Fncmentioning

confidence: 99%

Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19

Miller

Guest

2021

Comprehensive Child and Adolescent Nursing

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The declaration of a global pandemic in March 2020 resulted in all higher education institutions having to quickly transform traditional didactic teaching and learning to online delivery. This involved delivering lectures and seminars virtually, and student contact time in University ceased immediately. Although many Universities had existing resources such as Blackboard® and Microsoft Teams® in place to assist with this delivery, the facilitation of clinical skills and simulation would prove to be more of a challenge. This paper explores how one University adapted and utilized innovative ways to provide students with virtual learning experiences, specifically in relation to the facilitation of clinical skills and simulation.

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Educational Characteristics of Virtual Simulation in Nursing: An Integrative Review

Cited by 99 publications

References 41 publications

Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19

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