Virtual clinical simulation in nursing education: a concept analysis

Abstract

Objectives To analyze the concept of virtual clinical simulation in nursing education. Methods The Walker and Avant concept analysis model guided the study process and the data collection followed the integrative literature review method. Databases searched were: CINAHL, PubMed, Education Resources Information Center, and Scopus. Search terms and Boolean operators were: e-simulation OR virtual clinical simulation OR computer-simulation OR computer simulation OR virtual gaming OR virtual reality AND nursing education OR nursing. The sample comprised 45 studies. Results Virtual clinical simulation in nursing education was defined as the innovative teaching and learning technological strategy that provides immersive self-regulated training of nursing practice, reproducing real-life experiences and feedback in a virtual environment that is safe, interactive, dynamic and enjoyable. Conclusions Clarification of this concept contributes to the development of a standardized terminology to include in the nursing nomenclature system and its dissemination for the construction of nursing science.

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

“…Simulation through an artificial environment recreates a real situation to practice, learn, validate, test or develop an understanding of human systems or actions, with a high degree of interactivity and realism for participants (Abdullah et al, 2021;Arthur et al, 2013;Cook et al, 2013;Garbuio et al, 2016;Kim et al, 2016;Motola et al, 2013;Roca et al, 2020;Tinôco et al, 2021). As a didactic technique, clinical simulation requires basic skills from professors, namely the mastery of concepts, attitudes and procedures (Bautista & Bartos, 2021;INACSL Standards Committee, 2016), demanding rigorous and sys- This study aimed to evaluate students' self-perceived pedagogical outcomes through realistic simulation using two different types of scenarios to address the issue of the person with dependence on daily life activities and their family caregivers when preparing the return home after a critical event.…”

Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic

“…The learning effect achieved by VS experiments can be equal to or even better than the effect achieved in the real environment ( 34 ). With modern developments in computer and Internet creating opportunities for remote simulated virtual experiences, SBL has shifted online and is accessible through web browsers ( 35 ).…”

Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice

“…Driven by the advanced innovations of modern computer and Internet technologies as well as the recent evolution of the medical profession and its teaching dynamics, SBL has conspicuously shifted to virtual platforms, on which simulation-based e-learning is accessible via a Web browser, and an upgraded SBL strategy named as virtual simulation (VS) has been produced ( 11 , 12 ). VS is defined as “ a screen-based simulation where the graphics, sound, and navigation emphasize the three-dimensional (3D) nature of the environment ” ( 13 ).…”

“…Subsequently, this innovative teaching and learning technological strategy was gainfully applied to more and more technical and workplace training interventions in equipment design, firefighting, law enforcement, lathe operation, vehicle prototyping, crane driving, automotive spray painting, hazard detection, and forestry equipment operation, etc. ( 9 , 12 ). Sufficient practical learning opportunities are critical for the training of future physicians.…”