Student Learning Outcomes and Perceptions of Using vSIM for Nursing™: A Mixed-Methods Study
Cynthia Foronda, PHD, RN, CNE, CHSE, ANEF; Sandra Swoboda, RN, MS, FCCM; Nancy Sullivan, DNP, RN; Emma Kamau, MSN, CVRN, BS; Krysia Hudson, DNP, RN, BC
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- International Nursing Association for Clinical Simulation and Learning (INACSL)
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Background: Virtual simulation is being trialed in schools of nursing with limited evidence about its impact on student learning outcomes.
Aim: The aim of this study was to explore pre-licensure students’ learning outcomes and perceptions of using vSim for Nursing™.
Methods: Ninety-nine pre-licensure students performed virtual simulations with a patient suffering anaphylaxis and a patient suffering cardiac arrest. Students provided feedback through surveys after the simulations. The study employed a mixed methods design using descriptive statistics and content analysis.
Results: Quantitative data suggested that the majority of students found the content relevant (89%) and would recommend the virtual simulation for future use (78%). Qualitative data revealed three themes of learning outcomes: 1) Assessment, 2) Prioritization, and 3) Emergency Management. The most common interventions students indicated performing were medication administration (52%) and respiratory interventions (44%). Students felt virtual simulation would be best used in the curriculum as clinical makeup for missed hours (51%) and enhancing lecture (29%).
Conclusions: Nurse educators should consider what learning outcomes virtual simulation fosters and strategically place the exercises within the curriculum. Aligning the application of virtual simulation with student learning preferences may enhance the learning experience.
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