Clinical Reasoning, Communication, Development, Human
Conditions
Brief summary
Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education based on the Rasch model Aims: Clinical reasoning is a core nursing competency that involves analyzing patient-related data and providing appropriate nursing practices. Simulation-based education is effective in improving the clinical reasoning competencies and communication skills of nursing students. This study aimed to verify the effectiveness of virtual simulation-based education.
Detailed description
Methods: This study used a single-group pre- and post-test experimental design to verify the effectiveness of virtual simulation-based education. Data were collected from June to September 2020. Thirty-six nursing students in the 3rd and 4th grades who understood the purpose of this study were selected as participants. The collected data were analyzed using SPSS Statistics 25.0 and Winsteps 3.68.2. Keywords: Clinical Reasoning, Competency, Communication, Nursing, Virtual Simulation
Interventions
OTHERvirtual simulation-based education program
We used vSim® for Nursing - Nursing Medical-Surgical as the virtual simulation-based education program. Four modules were included: (a) acute myocardial infarction, (b) diabetes mellitus, (c) transfusion, and (4) asthma. Each module learning sessions was conducted based on scenarios, which consisted of five steps: Suggested reading, Pre-simulation quiz, vSim, Post-simulation quiz, and Guide reflection questions. For each module, the intervention was performed for two hours. The participants attended four module learning sessions and received eight hours of training. Debriefing using guided reflection questions were completed in the form of a team reflection, followed by an instructor-learner discussion and feedback for 20 minutes of each module.
Sponsors
Tongmyong University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
This quasi-experimental study used a single-group pretest-posttest design to verify the effectiveness of virtual simulation-based education for undergraduate nursing students.
Eligibility
Sex/Gender
ALL
Age
20 Years to 28 Years
Healthy volunteers
Yes
Inclusion criteria
* The participants were third- and fourth-year undergraduate nursing students who understood the purpose of the study and voluntarily agreed to participate
Exclusion criteria
* A person who has difficulty communicating or has no willingness to participate
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Nurses Clinical Reasoning Scale | 4month | The Nurses Clinical Reasoning Scale (NCRS) includes 15 items rated on a five-point Likert scale (1=Strongly disagree, 5=Strongly agree, min:15 & max:75) (Liou et al., 2016). We used the Korean version of the NCRS in this study (Joung & Han, 2017). Higher scores indicated better clinical reasoning. Cronbach's α was 0.94 for the original NCRS, and 0.93 for the Korean version of the NCRS. |
| Communication Skills Scale | 4month | The Global Interpersonal Communication Competence Scale (GICC-15) includes 15 items rated on a five-point Likert scale (1= strongly disagree to 5= strongly agree. min:15 & max:75) (Rubin & Martin, 1994). We used the Korean version of the GICC-15 (Hur, 2003). Cronbach's α in Hur's (2003) study was 0.72. |
Countries
South Korea
Outcome results
None listed