The Effects of Virtual Simulation on Undergraduate Nursing Students’ Beliefs about Prognosis and Outcomes for People with Mental Disorders

2021 ◽  
Vol 50 ◽  
pp. 1-9
Author(s):  
Wei Liu
Keyword(s):  
Nursing Students ◽  
Mental Disorders ◽  
Virtual Simulation ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Improving Humanization Skills through Simulation-Based Computers Using Simulated Nursing Video Consultations

Healthcare ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 37
Author(s):  
Diana Jiménez-Rodríguez ◽  
Mercedes Pérez-Heredia ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Virtual Simulation ◽  
Emotional Understanding ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Simulation Based ◽  
Post Test ◽  
Quasi Experimental

During the COVID-19 confinement, we converted our clinical simulation sessions into simulated video consultations. This study aims to evaluate the effects of virtual simulation-based training on developing and cultivating humanization competencies in undergraduate nursing students. A quasi-experimental study was conducted with 60 undergraduate nursing students. A validated questionnaire was used to evaluate the acquisition of humanization competencies (self-efficacy, sociability, affection, emotional understanding, and optimism). The development of humanization competencies in this group composed of undergraduate nursing students was evaluated using virtual simulation-based training, comparing the levels obtained in these competencies at baseline (pre-test) and after the virtual simulation experience (post-test). After the virtual simulation sessions, students improved their levels in humanization total score and the emotional understanding and self-efficacy competencies, obtaining large effects sizes in all of them (rB = 0.508, rB = 0.713, and rB = 0.505 respectively). This virtual simulation modality enables training in the humanization of care with the collaboration of standardized patients in the form of simulated nursing video consultations and the performance of high-fidelity simulation sessions that comply with the requirements of best practices. Therefore, this methodology could be considered as another choice for virtual simulation. Additionally, this virtual modality could be a way to humanize virtual simulation.

Nursing students’ experiences of virtual simulation when using a video conferencing system – a mixed methods study

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Jill Flo ◽  
Kirsten R. Byermoen ◽  
Hugrùn Ösp Egilsdottir ◽  
Hilde Eide ◽  
Lena Günterberg Heyn
Keyword(s):  
Nursing Students ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Virtual Simulation ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
System A ◽  
Qualitative Approaches ◽  
Video Conferencing System ◽  
Conferencing System

Abstract Objectives There is limited knowledge about students’ experiences with virtual simulation when using a video conferencing system. Therefore, the aim of this study was to explore how second-year undergraduate nursing students experienced learning through virtual simulations during the COVID-19 pandemic. Methods The study had an exploratory design with both quantitative and qualitative approaches. In total, 69 nursing students participated in two sessions of virtual simulation during spring 2020, and 33 students answered online questionnaires at session 1. To further explore students’ experiences, one focus group interview and one individual interview were conducted using a video conferencing system after session 2. In addition, system information on use during both sessions was collected. Results Changes in the students’ ratings of their experiences of virtual simulation with the Body Interact™ system were statistically significant. The virtual simulation helped them to bridge gaps in both the teaching and learning processes. Four important aspects of learning were identified: 1) learning by self-training, 2) learning from the software (Body Interact™), 3) learning from peers, and 4) learning from faculty. Conclusions We conclude that virtual simulation through a video conferencing system can be useful for student learning and feedback from both peers and faculty is important.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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