Use of Computer-Based Scenarios for Clinical Teaching: Impact on Nursing Students’ Decision-Making Skills

Abstract

Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. Aim: This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students’ decision-making skills. Sample: There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. Methods: The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student’s feedback about the computer-based case scenarios was also investigated. Results: The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.

Development of a Standardised Process of Scenario Writing Through a Virtual Assistant Model in Nursing Teaching

“…The focus of attention in this study was the clinical scenario, considered by the teaching team to be the element where clinical simulation experiences could be enhanced. Some studies that used Computer-Based Scenarios for clinical teaching employed immersive simulation, virtual reality or mixed techniques [37][38][39], so they are substantially different from the type of simulation experience used in the present study and are not comparable. In the clinical simulation, the technique of dramatization through role-play was used.…”

“…Technological applications and digital tools are under development in nursing education and are a resource that brings added value to the teaching-learning process [13,19,41]. The use of technologies as a reinforcement to traditional teaching methods is a valid strategy, capable of generating a change in students' attitudes, with a focus on learning [5,19,[37][38][39] Study and implications for practice…”

Realistic simulation in nursing education: Testing two scenario‐based models

“…The focus of this study was the clinical scenario, considered by the teaching team to be the element where clinical simulation experiences could be enhanced. Some studies that used computer‐based scenarios for clinical teaching employed immersive simulation, virtual reality or mixed techniques (Elcokany et al, 2021 ; Padilha et al, 2019 ; Tseng et al, 2021 ). However, these methods differ from the type of simulation experience used in a realistic simulation, such as the present study.…”

Penelitian Minat Ekstrakurikuler Mahasiswa Dalam Bermusik Pada Pembelajaran Jarak Jauh di Era 4.0

“…Pada metode satu arah mahasiswa dapat mengulang kembali materi pembelajaran, namun tidak adanya interaksi mahasiswa terhadap pembelajaran. Disisi lain metode dua arah mahasiswa dapat berinteraksi secara langsung dalam proses pembelajarannya terhadap musik, kedua hal tersebut tentunya dapat mempengaruhi minat ekstrakulikuler mahasiswa pada musik dalam proses pembelajaran jarak jauh [17], [18]. Selain itu, faktor utama yang menentukan kualitas pendidikan jarak jauh dapat dikatakan berasal dari sarana dan prasarana yang sesuai dan implementasi lingkungan, kualitas komunikasi, dan kualitas materi pendidikan, yang menyebabkan besar kecilnya minat ekstrakulikuler mahasiswa terhadap musik pada pembelajaran jarak jauh.…”