Learning With Laughter: Implementing Engaging Virtual Simulation During the COVID-19 Pandemic

Abstract

Background The COVID-19 pandemic has disrupted the methods used to develop clinical judgment in the simulation setting. In many cases, virtual simulation has replaced face-to-face simulation but lack of interaction between the students and educators is a limitation. Sample Ninety-six prelicensure baccalaureate nursing students at a Midwestern university participated in the end-of-semester simulation as part of the course. Method Based on the review of aggregate standardized test results, a simulation scenario was developed using a synchronous online format with educators portraying nurses and patients using a fun approach. At three predetermined stopping points, students discussed further nursing actions which were performed by the educators, followed by debriefing at the end of the scenario. Results Simulation evaluation as part of routine systematic simulation program assessment indicated students perceived both pauses for discussion during the scenario and debriefing at the end were valuable in promoting their learning. Conclusion This project is consistent with research which found virtual simulation enhances student learning and clinical judgment. The positive perception of students about the use of humor through implementation of the simulation scenario was consistent with current research related to student engagement and motivation to participate.

A concept analysis of clinical judgment in undergraduate nursing students

“…Even though clinical judgment is not a new concept, the COVID‐19 pandemic has forced many nursing programs to change to an online format 44 . This causes difficulty in promoting clinical judgment among nursing students, which should be developed in the classroom and practiced in clinical settings under supervision of clinical instructors.…”

“…Even though clinical judgment is not a new concept, the COVID-19 pandemic has forced many nursing programs to change to an online format. 44 This causes difficulty in promoting clinical judgment among nursing students, which should be developed in the classroom and practiced in clinical settings under supervision of clinical instructors. Thus, the concept analysis of clinical judgment in nursing students is needed to provide educators and researchers with a shared understanding of this concept for identifying, promoting, and measuring it.…”

The benefits and challenges of the use of digital technology on clinical learning of undergraduate nursing students during the COVID-19 pandemic: An integrative literature review

“…The first theme that emerged from the literature was the benefits of digital technology in clinical learning for undergraduate nursing students during the COVID-19 pandemic. Ten out of the final eighteen articles cited that the use of digital technology enhanced clinical learning among undergraduate nursing students (Bryan et al, 2022;Flo et al, 2021;Fung et al, 2021;Goldsworthy et al, 2022;Jiménez-Rodríguez & Arrogante, 2020;Kim et al, 2021;Panepucci, Roe, Galbraith, & Thornton, 2022;Saab et al, 2022;Schiavenato et al, 2022). These studies unanimously supported the notion that digital technology enhanced clinical learning which is described by the following categories: Provide the link between theory and practice, promote different clinical learning styles and promote satisfaction during clinical learning.…”

“…Nursing students gained confidence and competency by promptly responding to a change in the condition of the patient and acting accordingly to manage the situation. Through digital clinical learning, nursing students were expected to identify a patient's problem, develop a nursing plan and an intervention and most importantly provide a rationale for their actions (Panepucci et al, 2022). This kind of activity improved the development of clinical judgement abilities since it required the student to diagnose a patient and make prompt decisions regarding the next course of action.…”

A pilot randomized controlled trial of distance laughter therapy for mothers’ level of depression, anxiety, and parental stress during the COVID-19 pandemic

“…This population included COVID-19 patients [13], university students [14], and healthcare workers [15] to help them manage their distress and circumstances. Laughter-inducing therapies formed part of these efforts, targeting vulnerable populations during the pandemic [16].…”