Purpose The purpose of this study was to examine the effects of a virtual reality simulation and a blended simulation on nursing care for children with asthma through an evaluation of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention.
Methods The participants were 48 nursing students. The experimental group (n=22) received a blended simulation, combining a virtual reality simulation and a high-fidelity simulation, while the control group (n=26) received only a virtual reality simulation. Data were collected from February 25 to 28, 2019 and analyzed using SPSS version 25 for Windows.
Results The pretest and posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two education groups, the only statistically significant difference was found for critical thinking.
Conclusion Simulation-based education in child nursing has continued to involve high-fidelity simulations that are currently run in many programs. However, incorporating a new type of blended simulation, combining a virtual reality simulation and a high-fidelity simulation, into the nursing curriculum may contribute to the further development of nursing education.
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Purpose The purpose of this study was to explore nursing students’ experiences of debriefing after simulation-based learning and to obtain fundamental data to support the development of effective teaching strategies.
Methods Sixty-seven nursing students participated in this study from April to May, 2017. This was a descriptive study analyzing the content of students’ descriptions of structured questions in 3 stages (description, analysis, and application) based on recorded videos.
Results The description stage was classified into 3 categories for problem recognition, 4 categories for the nursing plan, and 6 categories for the nursing intervention. The analysis stage was classified into 6 categories for satisfactory practice, 3 categories for experience and 4 categories for what they learned through practice. The application stage was classified into 5 categories, that were to be mastered, and 6 categories, that were important to recognize.
Conclusion This study succeeded in charaterizing learners’ experiences of debriefing. During the debriefing, students watched recorded videos, and we found that self-evaluation through structured questionnaires could be a very effective way to strengthen students’ core competencies. Our content analysis of the debriefing is expected to contribute to the development of effective strategies in simulation-based education for students and nurses.
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Purpose This study was done to examine the effect of direct practice of newborn health assessment on nursing student’s clinical competence and self-efficacy and to propose effective strategies for clinical education on newborn care.
Methods Design was a nonequivalent control group quasi-experimental study. The direct practice program was composed of a lecture, demonstration, drill and feedback using a manikin, and repeated direct practice regarding newborn health assessment. Participants were 65 student nurses taking the pediatric nursing practicum in the nursery room at M hospital. The experimental group (n=33) participated in the direct practice program for newborn health assessment and the control group (n=32) received the traditional practice method. Nursing clinical competence was assessed by two nurse investigators and structured questionnaires were used to measure self-efficacy.
Results The experimental group’s clinical competence was significantly higher than that of the control group (t = -4.82, p = .000). However no significant difference was found between the two groups for self-efficacy (t = 1.264, p = .211).
Conclusion These findings indicate that the direct practice program is effective in improving nursing student’s clinical competence, but it was not effective in increasing self-efficacy. Direct practice in various clinical education settings is recommended and longitudinal effects be evaluated.
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Effects of a Blended Simulation for High-risk Neonatal Nursing on Nursing Students’ Learning Outcomes by Learning Strategy Eun Jung Cho Journal of Health Informatics and Statistics.2025; 50(4): 410. CrossRef
Levels of Nursing Students’ Core Skills Performance, Satisfaction, and Clinical Judgment According to Four Types of High-risk Neonatal Nursing Simulation during Three Phases Eun Jung Cho, Won Kee Lee Journal of Health Informatics and Statistics.2019; 44(2): 206. CrossRef
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