Using Virtual Simulation to Develop Clinical Judgment in Undergraduate Nursing Students

Fogg, Niki; Kubin, Laura; Wilson, Cecilia Elaine; Trinka, Michele

doi:10.1016/j.ecns.2020.08.010

Cited by 48 publications

(45 citation statements)

References 8 publications

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“…Participants reported that VS was beneficial in helping them practice and gain competence and confidence to provide nursing care. Other studies have reported that VS offered students a positive experience ( Gu et al, 2017 ; Wright et al, 2018 ) and positively affected student knowledge, performance, and clinical judgment skills ( Chen et al, 2020 ; Fogg et al, 2020 ; Sapiano et al, 2018 ). Taken together, our findings indicate that VS learning is a potentially valuable method of providing nursing education for students, even those with limited English proficiency, especially during a pandemic when safe clinical placement is not attainable.…”

Section: Discussionmentioning

confidence: 98%

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Kim¹,

Kang²,

Gagné³

2021

Clinical Simulation in Nursing

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Background This study aimed to understand pre-licensure nursing students’ perceptions and experiences of using virtual simulation as an alternative to clinical practice during the coronavirus 2019 (COVID-19) pandemic in South Korea. Methods A total of 20 students from a 4-year baccalaureate nursing program participated in this descriptive qualitative study. Six focus group interviews using Zoom video communications were conducted with three to four participants to understand their experiences. Data were analyzed using an inductive content analysis approach. Results The following three major themes emerged: (a) difficulties encountered in using virtual simulation, (b) benefits to student confidence and competence to provide patient-centered care, and (c) gaps in satisfaction due to needed improvements. Conclusion Virtual simulation could be beneficial for improving pre-licensure nursing students’ confidence and competence; however, improvements to virtual simulation realism and engagement are needed to maximize user satisfaction and performance.

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Section: Discussionmentioning

confidence: 98%

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Kim¹,

Kang²,

Gagné³

2021

Clinical Simulation in Nursing

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“…The literature suggested that virtual simulation can be used as a substitute for some clinical practicum hours (Fogg et al., 2020 ; Rutherford‐Hemming et al., 2016 ). Clinical simulations can be supported by various levels of technology, from highly sophisticated programmed mannequins to no technological support (e.g.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of students' perceived clinical competence and learning needs following an online virtual simulation education programme with debriefing during the COVID‐19 pandemic

et al. 2021

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Aims and objectives This study aimed to evaluate the effect of a virtual simulation education programme with debriefing in undergraduate nursing students. Perceived clinical competence and learning needs of students in a simulation environment were also measured. Background Evidence showed virtual simulation education programmes provided better knowledge acquisition. However, these studies to date did not incorporate virtual simulation in the combination of a debriefing model in nursing students. Design A one‐group pre‐test and post‐test design. Methods 188 final year undergraduate nursing students participated in the study. Linear mixed model analysis was conducted to evaluate the effect of the programme. Results Students have perceived a significant improvement in clinical competence and nursing process. Self‐efficacy has also boosted. Communication and critical thinking were applied better in the traditional clinical environment. Conclusion Perceived clinical competence of Chinese nursing students has significant improvements by using virtual simulation combining a debriefing model during the COVID‐19 period. Virtual simulation met students' learning needs. Future studies should include a control group for comparison and long‐term measurement. Relevance to clinical practice The study provided an innovative clinical learning pedagogy to serve as a potential alternative with traditional clinical practicum during the COVID‐19 period as this is substantially limited.

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“…The terms "clinical judgment" and "clinical reasoning" are often used interchangeably (Brown Tyo & McCurry, 2019). Previous studies have indicated that HFS, VS, and CS improve learners' clinical judgment or clinical thinking to a certain extent (Fogg et al, 2020;Miles et al, 2016;Postma & White, 2016). Simulation provides participants with a safe training opportunity, allowing them to be exposed to a wide range of clinical scenarios, and explains the thinking process behind each decision, thereby improving their clinical judgment (Goudreau et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi‐experimental study

Luo

Geng

Chen

et al. 2021

Nursing & Health Sciences

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Newly graduated registered nurses face numerous challenges stemming from high patient workload, complicated interpersonal relationships, and a lack of nursing competence, which can lead to transitional shocks. Clinical judgment and confidence are well‐known keys to successful role transitions for these nurses. Simulation training is proposed as a new modality for enhancing comprehensive clinical competence of nurses, but current evidence on the impact of different simulations on nurses' clinical judgment and confidence are still limited or inconsistent. This study compared the impact of three types of learning modalities on newly graduated registered nurses' clinical judgment, perceptions of self‐confidence, and evaluations of the design features of the learning modalities. A quasi‐experimental design was used. Fifty‐nine participants were randomly assigned to three groups: (1) high‐fidelity simulation, (2) virtual simulation, and (3) case study. Scales were used after the simulation. The virtual simulation group showed a higher level of clinical judgment. The high‐fidelity simulation group felt more confident than the virtual simulation and case study groups. Both the high‐fidelity simulation group and virtual simulation group reported higher scores in the domain of fidelity.

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Using Virtual Simulation to Develop Clinical Judgment in Undergraduate Nursing Students

Cited by 48 publications

References 8 publications

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Evaluation of students' perceived clinical competence and learning needs following an online virtual simulation education programme with debriefing during the COVID‐19 pandemic

Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi‐experimental study

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