Student satisfaction and self-confidence in learning with virtual simulations

Pence, Patricia

doi:10.1016/j.teln.2021.07.008

Cited by 20 publications

(6 citation statements)

References 13 publications

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“…[27] To conclude, VSLE can enhance learners' self-confidence, promote patient assessment and prioritization of care, improve clinical judgment and reasoning while fostering a sense of professionalism. [7,11,23,26,29,30] Virtual simulations are suitable and appropriate for RN-BSN students and not solely for pre-licensed students. [7] Debriefing remains a vital element to any VSLE though more evidence in virtual simulation is warranted.…”

Section: Discussionmentioning

confidence: 99%

“…[27] Finally, a descriptive mix-method design explored 28 pre-licensure first-semester students' perceptions, in a pathophysiology pharmacotherapeutics course, and their satisfaction in learning and self-confidence of vSim for Nursing pharmacology clinical scenarios. [29] Overall, participant satisfaction in learning was evident and selfconfidence enhanced. [29] However, navigational hindrance and unrealism was reported.…”

Section: Rn-bsn Virtual Simulation Technology Integrationmentioning

confidence: 96%

“…[29] However, navigational hindrance and unrealism was reported. [29] Even with all the benefits to the educational process, limitations and hindrances do exist with vSim for Nursing, such as annoyance with technology and time spent on seeking out the necessary pre-set actions; [17,21,24,29,30] unrealistic milieu with an inability to multi-task, [17,25] and software update required to enhance the computer-generated nurse and client avatar. [29]…”

Section: Rn-bsn Virtual Simulation Technology Integrationmentioning

confidence: 99%

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RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Sharoff

2022

JNEP

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Introduction: This first-time novel pilot study explored RN-BS students’ perceived effectiveness of utilizing vSim for Nursing® as a clinical replacement with a second aim that explored the efficacy of their preparation.Methods: Outcomes of this quantitative study explored the effectiveness of vSim for Nursing utilized the Simulation Effectiveness Tool – Modified (SET-M).Results: Frequency distributions demonstrated majority (n = 14) strongly agreed on the effectiveness of vSim for learning, with all items ranging from 50% (n = 7) to 78.6% (n = 11). Debriefing had the overall highest responses, 57.1% (n = 8) to 78.6% (n = 11). Majority strongly agreed that their preparation was highly effective, 71.43% (n = 10) to 85.71% (n = 12).Conclusions: vSim for Nursing was perceived to be an efficacious clinical practice replacement tool while feeling prepared to achieve the learning outcomes was beneficial. Debriefing continues to be a crucial and fundamental facet to any mode of simulation. Virtual simulation experiences can bridge the gap to assist students to further their knowledge and confidence.

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Section: Discussionmentioning

confidence: 99%

Section: Rn-bsn Virtual Simulation Technology Integrationmentioning

confidence: 96%

Section: Rn-bsn Virtual Simulation Technology Integrationmentioning

confidence: 99%

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RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

Sharoff

2022

JNEP

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“…[1][2][3][4][5] The employment of simulation software in nursing education is equally important. [6][7][8] The simulation software also improves students learning with real-life engineering problems to enhance the students' discipline knowledge and problem-solving skills. 9 A projectbased learning (PBL) unit is the best mode to employ the simulation software, 10 and the simulation technology develops new teaching scenarios to meet the students' expectations.…”

Section: Introductionmentioning

confidence: 99%

On students learning experience of fluid power engineering – Impact of simulation software

Mandal

Azad

Rasul

2023

International Journal of Mechanical Engineering Education

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The School of Engineering and Technology of Central Queensland University focuses on the continuous development and innovation of best learning and teaching practices to increase student retention and improve their learning experiences. Face to face and distance learning (teaching delivery models) are fundamental aspects of providing quality support to the students’ learning. One incredibly important aspect of students’ learning is to provide relevant industry-related projects and applications of relevant simulation software to mimic the systems. This paper develops students’ essential problem-solving skills and control strategies of fluid power systems in mechanical engineering through the Master of Engineering programs by employing Simulink, SimScape Fluid applications in Matlab software and Energy Plus with Design Builder. The main focus is to ensure that the students achieve the required skills of building fluid circuit models based on physical connections that directly integrate with appropriate symbols and modelling paradigms in fluid power applications to model the appropriate physical models to mimic the industrial fluid power projects selected. The basic ideas and content are to be delivered through weekly lectures and tutorial sessions, and the students’ skills in fluid power systems and software are developed and monitored through weekly workshops scheduled for all projects. The key outcomes of this study are the level of understanding of fluid power systems, development of simulation skills using the software indicated, interpretation of the results the students have obtained and validations of those results. The students must show they have developed appropriate problem-solving skills using simulation software, professional presentation and effective team-building skills. As the students develop appropriate problem-solving and engineering practice skills, their satisfaction and feedback rates improve significantly.

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“…In addition, teachers must motivate students through interesting learning materials and instructions as part of classroom learning to support the learning process. According to Urban & Jirsáková (2022) and Pence (2022), motivation helps students in developing their self-confidence. Meanwhile, other studies suggest innovative teaching methods in classroom pedagogy (Sengupta & Blessinger, 2022).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Virtual Learning Models during the Covid-19 Pandemic: Students’ Perspectives and Its Lessons

Naim

Mokodenseho

2022

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims at analyzing the existence of the implementation of the virtual learning models during the Covid-19 pandemic to encourage, explore, and evaluate effective online learning based on the students’ perspectives. This type of research is library research using qualitative descriptive methods. Data in this study were students’ perspectives from many contemporary literature sources, such as journals, books, and other relevant works of literature. By using the Connectivism theory and the PICRAT model, the results indicated that students faced many problems during the Covid-19 pandemic due to inexperienced teachers. Furthermore, the online system was not equipped with optimal learning infrastructure, giving rise to negative and positive aspects in many aspects of learning. Both teachers and students in countries affected by the Covid-19 pandemic faced similar problems, namely the online learning system which was not handled properly. Thus, with a proper understanding of the strengths and limitations of online learning, it is feasible to offer a better instructional atmosphere for students by making appropriate modifications. This study concludes that online learning and the dynamics of education reform still serve as a model for future educational development, especially for facing a pandemic. The significant contribution of this study is the findings regarding the potential of technology and the barriers that students face while learning due to digital mechanisms.

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Student satisfaction and self-confidence in learning with virtual simulations

Cited by 20 publications

References 13 publications

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

On students learning experience of fluid power engineering – Impact of simulation software

Implementation of the Virtual Learning Models during the Covid-19 Pandemic: Students’ Perspectives and Its Lessons

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