Nursing students’ experiences of virtual simulation when using a video conferencing system – a mixed methods study

Abstract

Objectives There is limited knowledge about students’ experiences with virtual simulation when using a video conferencing system. Therefore, the aim of this study was to explore how second-year undergraduate nursing students experienced learning through virtual simulations during the COVID-19 pandemic. Methods The study had an exploratory design with both quantitative and qualitative approaches. In total, 69 nursing students participated in two sessions of virtual simulation during spring 2020, and 33 students answered online questionnaires at session 1. To further explore students’ experiences, one focus group interview and one individual interview were conducted using a video conferencing system after session 2. In addition, system information on use during both sessions was collected. Results Changes in the students’ ratings of their experiences of virtual simulation with the Body Interact™ system were statistically significant. The virtual simulation helped them to bridge gaps in both the teaching and learning processes. Four important aspects of learning were identified: 1) learning by self-training, 2) learning from the software (Body Interact™), 3) learning from peers, and 4) learning from faculty. Conclusions We conclude that virtual simulation through a video conferencing system can be useful for student learning and feedback from both peers and faculty is important.

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

“…All eighteen articles assessed in the review entailed qualitative (n = 10), quantitative (n = 4) and mixedmethods (n = 4) and were published between 2021 and 2023. Four mixed method studies were conducted in the following countries: USA (n = 1) (Schiavenato et al, 2022), Norway (n = 1) (Flo et al, 2021), Spain (n = 1) (Jiménez-Rodríguez & Arrogante, 2020), Canada, England, Scotland and Australia (n = 1) (Goldsworthy et al, 2022). The ten qualitative studies were carried out in the USA (n = 2) (Abram et al, 2021;Badowski et al, 2021 ); Australia (n = 1) (Balante et al, 2023), Canada (n = 1) (Bryan et al, 2022), Hong Kong (n = 1) (Fung et al, 2021), Singapore (n=1) (Hu et al, 2022), Japan (n = 1) (Kazawa et al, 2022), Korea (n = 1) (Kim et al, 2021) and Rwanda (n = 1) (Ndayisenga et al, 2022).…”

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

“…Second, 2 immersive VR experiences, one involving wearing and stripping personal protective equipment [ 73 ] and the other involving the management of patients with respiratory infectious diseases due to COVID-19 [ 77 ], provided an effective and safe alternative to training nurses during the first year of the COVID-19 pandemic. Third, a virtual simulation of 2 patients (ie, COVID-19 and surgical trauma), which tried using desktop displays, helped nursing students bridge gaps in teaching and learning processes [ 104 ]. Fourth, a VR intervention using HMDs effectively increased COVID-19 vaccination intentions among unvaccinated young adults [ 69 ].…”

“…The most adopted VR content was 360° videos or photos, used in 11 studies. Eight studies used virtual environments, 2 studies adopted VR video games [ 79 , 90 ], 5 studies used embodied agents [ 48 , 78 , 99 , 101 , 104 ], 4 studies used hybrid content (ie, a mix of 360° videos or photo and virtual environments or VR video games) [ 49 , 70 , 93 , 100 ], and 1 study did not specify the content [ 85 ] ( Table 4 ).…”

Impact of digital disruption influencing business continuity in UAE higher education

“…Google chat, Microsoft outlook have high-quality video conferencing services and screen-sharing capabilities that integrate with business applications like GoToMeeting and Zoom. A chat application for exchanging short messages can save unnecessary server loads and emails using Telegram and Slack [10].…”

“…The Organization agility, the management support, the employee mindset and the environment or ambience provided in the organization for survival in the future higher education. (2,6,10,11)…”