Student preferences and perceptions of learning from vSIM for Nursing™

Foronda, Cynthia; Swoboda, Sandra M.; Henry, Myrthle N.; Kamau, Emma; Sullivan, Nancy; Hudson, Krysia Warren

doi:10.1016/j.nepr.2018.08.003

Cited by 45 publications

(55 citation statements)

References 19 publications

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“…This result accords with other MHL research conducted among undergraduate nursing students in Australia (McCann et al, 2009), Singapore (Picco et al, 2019) and Portugal (Loureiro & Costa, 2019), highlighting the influence of education on shaping nursing students' knowledge and beliefs about mental health-related issues internationally. Our findings support Gu et al's (2017) and Foronda et al's (2018) recommendation of using virtual simulation as a supplemental teaching strategy to reinforce nursing students' subject knowledge. In the present study, nursing students also revealed a high rating of seeking informal help from family members and close friends for managing depression, but not for schizophrenia.…”

Section: Discussionsupporting

confidence: 90%

“…Virtual simulation as an emerging technology will continue to evolve. While there is some evidence to support the use of virtual simulation in mental health nursing education, we have only scratched the surface in terms of knowledge about this new pedagogy (Foronda et al, 2018). What remains unclear is the learning outcomes and knowledge acquisition of students who use virtual simulation in their mental health nursing curriculum.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Virtual Simulation on Undergraduate Nursing Students’ Mental Health Literacy: A Prospective Cohort Study

Liu

2020

Issues in Mental Health Nursing

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This prospective cohort study aimed to evaluate the long-term effects of virtual simulation on nursing education by measuring undergraduate nursing students' mental health literacy. Students' beliefs about the helpfulness of specific interventions for managing depression and schizophrenia were compared between the simulation cohort (n ¼ 149) and the non-simulation cohort (n ¼ 150) from a school of nursing in the U.S. Students in the simulation cohort showed significant increase in knowledge and acceptance of available treatment options for managing depression and schizophrenia over a one-year period. The finding supports the use of virtual simulation in undergraduate mental health nursing education with active faculty engagement.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

The Effects of Virtual Simulation on Undergraduate Nursing Students’ Mental Health Literacy: A Prospective Cohort Study

Liu

2020

Issues in Mental Health Nursing

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“…The use of VS was supported as a viable solution for clinical experiences during the pandemic ( Society for Simulation in Healthcare [SSH] & INACSL, 2020 ). Evidence from researchers has repeatedly demonstrated VS as an effective pedagogical strategy in nursing education ( Foronda et al, 2018 ; Foronda et al, 2020 ; Gu et al, 2017 ; Padilha et al, 2018 ; Padilha et al, 2019 ; Sapiano et al, 2018 ; Tantillo and Christopher, 2020 ; Verkuyl and Hughes, 2019 ; Wright et al, 2018 ). VS is an evidence-based approach in which nursing students are placed within a safe and controlled learning environment, allowing them to experience and learn from the results of their decision-making and actions ( Foronda et al, 2018 ; Liebold and Shwarz, 2017 ; Verkuyl and Hughes, 2019 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Fogg

Wilson

Trinka

et al. 2020

Journal of Professional Nursing

104

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When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.

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“…Additionally, virtual simulation offers immersive and problem-based learning and can expose all learners to experiences that may not be available in the clinical setting. Research about virtual simulation suggests that this teaching strategy can enhance students' critical thinking, decision making, clinical reasoning, communication, and skill development (Foronda et al 2018), thus offering an alternative to other clinical learning experiences.…”

Section: Technology In Clinical Educationmentioning

confidence: 99%