Homemade virtual clinical: A low-cost, high-impact solution for clinical

Abstract

Background The COVID-19 pandemic highlighted the need for quality nurses and nursing education. Virtual simulation emerged as a key component of providing clinical experiences to nursing students. Problem Commercial virtual simulation products can be costly, and it is difficult to ensure the content meets student needs. In addition, there is a potential for cheating as answers are available online. Methods Faculty recorded 16 different scenarios in pre-determined segments, including patient report, assessment, provider communication, and conclusion. During the clinical experience, the students watched the videos and participated in faculty-led discussion. At the conclusion of the activity, students completed a reflection assignment providing qualitative data for review. Results Student feedback was positive. Themes identified in the comments include critical thinking, variety of scenarios, observer role, debriefing, and overall quality of experience. Conclusions Homemade virtual clinical has the potential to be a low-cost, high-impact method for virtual simulation across nursing curricula. Further research is needed.

COVID-19 Academic Integrity Violations and Trends: A Rapid Review

“…Homemade virtual clinical: A low-cost, high-impact solution for clinical [15] Van Der Wege, M.; Keil, S.…”

“…In addition, nursing education research explored the development of virtual simulations that provided online clinical experience and suggested the possibility of cheating occurring given the availability of online answers. The behavior obviously undermines the effectiveness of assessment of important virtual clinical experience [15]. Research in the computer science discipline found that the rapid transition of many courses to online formats created new academic integrity concerns due to ineffective anti-cheating approaches [29].…”

Remote Virtual Simulation With Prelicensure Nursing Students During Rapid Course Transition

“…Simulation was used as a learning experience for clinical replacement prior to the pandemic. When in-person clinical and simulation experiences were not feasible (Seah et al, 2021; Van Der Wege & Keil, 2021), many nursing programs used remote virtual simulation (RVS) to continue providing meaningful clinical learning experiences. Virtual simulation is a type of simulation that uses a computer screen to replicate a realistic clinical environment; remote simulation is a secondary mode of virtual simulation that involves the use of video-recorded vignettes aligned with course objectives.…”

“…As much of the literature on virtual simulation is preliminary, more research is needed regarding its effects on knowledge retention, clinical reasoning, learning satisfaction, and learner self-efficacy (Padilha et al, 2019). Van Der Wege and Keil (2021) used qualitative analysis to evaluate student feedback following participation in faculty-recorded virtual simulation scenarios and found the feedback to be positive. Van Der Wege and Keil discussed the impact of virtual simulation scenarios with regard to cost, security, and rigor.…”