The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial

Ordu, Yadigar; ÇALIŞKAN>, Nurcan

doi:10.1016/j.nepr.2023.103593

Cited by 13 publications

(8 citation statements)

References 17 publications

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“…In a clinical assignment, students practice their psychomotor abilities and develop their decision-making skills while adhering to moral and ethical standards. Written assignments in the nursing field involve a range of tasks (Jaganath, Bimerew & Mthimunye, 2022), including creating nursing plans (Cant, Ryan & Cooper, 2021;Demirelli & Karaçay, 2024;Inocian et al, 2022;Liu et al, 2023;Mathisen et al, 2022;Splitgerber, Davies & Laker, 2021), conducting case studies (Chen et al, 2023), developing health education plans (Kurt & Eskimez, 2022), documenting processes (Akça & Berşe, 2023;Koldestam et al, 2021;Löfgren et al, 2023;Ordu & Çalışkan, 2023), generating visit reports (Cant, Ryan & Cooper, 2021;Chen et al, 2023;Fitzgerald et al, 2023), writing academic papers (Mathisen et al, 2022), and recording student work notes based on field observations and practical experiences (Akça & Berşe, 2023;Ama Amoo & Enyan, 2022;Heaton-Shrestha et al, 2023;Inocian et al, 2022;Jaganath, Bimerew & Mthimunye, 2022;Kurt & Eskimez, 2022).…”

Section: Discussionmentioning

confidence: 99%

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

Elvira,

Aulia,

Hidayati

et al. 2024

MJN

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The utilization rate of the clinical learning model in Indonesia comprises the following:conferences(54.5%),bedsideteaching(54.5%),clinic-tutorials(45.4%),journal percentage (45.4%), and case presentations (45.5%). As a result, this study aimed to improve nursing students' clinical learning outcomes in their ability to effectively address and resolve problems, make informed decisions pertaining to patient cases, and interact with patients and their families. Methods:This study employed an explanatory methodology with a quantitative approach as it elucidated the cause-and-effect relationship between variables. The study sample consisted of 45 nursing students who met the research criteria and conducted clinical practice at the Padang Pariaman Regional Hospital. The study employed total sampling as its sampling technique. Results:After the clinical learning model was implemented, the mean student clinical competency score increased from 24.51 to 26.33, according to the research findings. Similarly, the average student knowledge score also improved from 74.69 to 77.42 following the implementation of the clinical learning model. The study found a significant difference between the level of clinical proficiency students attained before and after the implementation of the clinical learning model (p= 0.001). Additionally, there was a substantial disparity in students' knowledge scores before and after the application of the clinical learning model (p= 0.000). Conclusion:The clinical learning models can improve student learning outcomes and the quality of education.

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Section: Discussionmentioning

confidence: 99%

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

Elvira,

Aulia,

Hidayati

et al. 2024

MJN

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“…Two studies ( [56] and [73]) are not included in Table 10, as their authors did not report Mean and SD in their findings, 2021 Mobile application with AR Quasi-experimental [73] 2021 AR-enabled smartphone application Quasi-experimental [106] 2021 AR Qualitative [77] 2021 Mobile application with VR and haptics RCT [79] 2021 Multimodal RCT [113] 2021 Haptics desktop system Qualitative [117] 2021 VR with haptics Qualitative [119] 2021 VR with haptics Qualitative [118] 2021 AR application with haptics Qualitative [75] 2021 3D holograms Quasi-experimental [115] 2021 XR smart glasses Qualitative [109] 2021 MR and holograms Qualitative [112] 2022 MR and holograms Qualitative [105] 2022 AR with holograms Qualitative [93] 2022 AI Desktop system Qualitative [78] 2022 Haptics RCT [104] 2022 AR Desktop system Qualitative [72] 2022 AR-enabled smartphone application Quasi-experimental [88] 2022 VR Desktop system Qualitative [62] 2022 Mobile chatbot RCT [63] 2022 AI chatbot Quasi-experimental [64] 2022 AI chatbot Quasi-experimental [92] 2022 AI chatbot Qualitative [54] 2022 Mobile application Quasi-experimental [60] 2022 [48] 2022 Desktop 3D system Quasi-experimental [57] 2023 Interactive mobile application Quasi-experimental [68] 2023 An app incorporating VR RCT [121] 2023 AI system Qualitative [74] 2023 AR mobile application RCT [70] 2023 AR enabled system RCT [111] 2023 MR and holograms Qualitative [114] 2023 Multimodal Qualitative [44] CAI system Nursing care of diabetic pregnant patients.…”

Section: B Methodological Quality Of the Included Studiesmentioning

confidence: 99%

“…A virtual simulation game (VSG) was introduced as an innovative practice for nursing students' education [68]. The authors were interested in assessing the VSG's effectiveness in teaching the nursing process, such as diagnosis, goal setting and prioritising prognosis.…”

Section: ) Virtual Realitymentioning

confidence: 99%

“…Nevertheless, they conducted a pilot test before it was implemented in this study, where some technical issues and video quality were corrected. The authors recommended applying the game to all phases of the nursing process and reporting findings [68].…”

Section: ) Virtual Realitymentioning

confidence: 99%

“…[67] Knowledge and skills. [68] Knowledge about nursing diagnosis, goal setting and prioritising diagnosis. [69] Nursing knowledge, self-efficacy, and user satisfaction.…”

Section: Qualitative Findingsmentioning

confidence: 99%

See 2 more Smart Citations

Digital Transformation in Nursing Education: A Systematic Review on Computer-Aided Nursing Education Pedagogies, Recent Advancements and Outlook on the Post-COVID-19 Era

Dicheva,

Rehman,

Anwar

et al. 2023

IEEE Access

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The COVID-19 pandemic has transformed nursing education worldwide. Due to the globally applied restrictions of interpersonal interactions, many educational institutions transitioned from traditional to computer-aided nursing education pedagogies. However, an obligatory change, this digital transformation in nursing education, has been deemed promising by students and academics, yet raising concerns about the effectiveness of innovative nursing pedagogies. Hence, this systematic literature review aims to investigate the state of the art of computer-aided nursing pedagogies in the post-COVID-19 era and provide recommendations for further research investigation. Specifically, it utilises a mixed methods approach to examine (1) the evolution of computer-aided nursing pedagogies before and after COVID-19; (2) their effectiveness against traditional methods in terms of knowledge, skills acquisition and self-efficiency; and (3) nursing students' experiences and opinions when exposed to computer-aided nursing education pedagogies. For this purpose, several databases (PubMed, MEDLINE, CINAHL Complete, Academic Search Elite, IEEE, ACM, Scopus, ERIC and Cochrane Library (Controlled trial requests) were searched, initially retrieving 802 articles published between 2013-2023. After removing duplicates, exclusion criteria and assessment for eligibility, the number of articles assessed for eligibility was reduced to 78 conducted in 20 different countries. The articles comprised quantitative research (n=37), including Randomised Control Trials (n=14) and Quasi-experimental studies (n=23), and qualitative research (n=41) including observational studies (n=14), mixed-methods methodological design (n=15), pilot studies (n=7) and conference papers (n=5). Moreover, this SLR utilised the Joanna Briggs Institute (JBI) methodological approach for conducting a mixed-methods systematic review (MMSR) and provided a narrative synthesis of all studies. The results of this mixed-methods SLR suggested that the post-COVID-19 era has enabled the implementation of a variety of computerised systems in nursing education, including desktop-based systems, mobile applications, Virtual Reality, Augmented Reality, Mixed Reality and holograms, haptics, Artificial Intelligence-enabled chatbots and systems, smart glasses and multimodal systems. The authors found that these computer-aided nursing education pedagogies were superior to traditional nursing pedagogies regarding acquiring knowledge, skills, and self-efficiency. However, the generalisability of the above findings should be interpreted with caution due to variations in sample size and effect size established via Hedges' g calculations among the 35 quantitative articles. Nevertheless, nursing students' experiences and opinions were encouragingly positive. Further research is needed to incorporate more realistic and memorable scenarios and examine the effects of computer-aided nursing educational pedagogies on long-term knowledge gains and the effective learning domain.

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Effects of educational methods using extended reality on pre-registration nursing students' knowledge, skill, confidence, and satisfaction: A systematic review and meta-analysis

Ota,

Aikawa,

Nishimura

et al. 2024

Nurse Education Today

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The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial

Cited by 13 publications

References 17 publications

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

Developing a Clinical Learning Model to Improve Nursing Students' Learning Outcomes

Digital Transformation in Nursing Education: A Systematic Review on Computer-Aided Nursing Education Pedagogies, Recent Advancements and Outlook on the Post-COVID-19 Era

Effects of educational methods using extended reality on pre-registration nursing students' knowledge, skill, confidence, and satisfaction: A systematic review and meta-analysis

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