Nursing Students’ Perceived Effectiveness of Different Types of Virtual Simulations (1090-002419) (Research Abstract Professor Rounds: Group 5)
Start time: Friday, January 29, 2021, 10:00 AM End time: Friday, January 29, 2021, 11:00 AM Session Type: Research Abstracts (Completed Studies)
Question: What is the undergraduate nursing students’ perceived learning effectiveness of 3 formats of virtual simulations? Background The impact of CDC regulations due to Covid 19 required separation from simulation labs and elimination of live simulations as curriculum turned to virtual formats mid-semester. Faculty had to revise simulation experiences to achieve course objectives using online methods without additional cost to students. Literature review produced no published studies comparing perceived or measured learning effectiveness of virtual simulation formats for nursing students.
Descriptive qualitative study of 77 undergraduate nursing courses at a small college who were transitioned to virtual simulation mid-semester. Three virtual simulation formats with no additional cost to the students were adopted: Lippincott Coursepoint VSim Pre-assigned gaming sim that incorporated videos portraying an unfolding case study and interactive care choices with responsive videos supplying immediate feedback and opportunity to reselect answer - Group debriefing occurred for both these sim types during the live class. Instructor led activity during class with prebrief, video of simulation with students being observers, and group debriefing. All students submitted reflection journal on perceived learning effectiveness of the virtual simulation methods in which they participated DASH survey was completed by each student after sim classes and outcome rating results were calculated by Qualtrics.
A total of 77 nursing student responses were collected and analyzed. Fifty-eight students participated in 3 different types of virtual simulation. Eighteen students participated in gaming and video simulation experiences. Results indicated, though live simulation was identified by all but 1 student as the most effective simulation, each type of virtual simulation with debriefing was reported to be effective for learning. Student preference ranked gaming format as perceived best effective with positive comments for real life video portrayal and immediate feedback to student actions. VSims ranked second. Students liked individual participation, being able to select actions, and need for clinical reasoning. The video simulations offered role modelling visuals to emulate but required passive observation. Debriefing enhanced learning for all sims. This sample found games engaging, live videos offered realism over avatars, and scenarios requiring critical thinking and reasoning were desired.
Overall students reported being very satisfied with virtual simulations. Study participants were a convenience sample of primarily young adults familiar using computer and internet applications. Limitations are related to sample size, demographics, and types of scenarios used. As no previous comparison of effectiveness of virtual simulation formats are available, these findings, especially attributes attractive to students as game, individual participation and realism may be considered by simulation faculty when designing future virtual simulations. Further quantitative study needs to assess virtual simulation formats for effectiveness in learning and application of learning to patient care delivery.