Abstract
Background: Nursing programs have embraced the use of simulation-based learning to help students develop hands-on clinical skills, enhance critical-thinking, and improve student confidence within a controlled and safe environment. The purpose of this reflection was to (1) identify differences and challenges for nursing students between the web-based and low-fidelity simulation groups, (2) compare student satisfaction, and (3) evaluate resources and accessibility.
Methods: A retrospective analysis of a research study utilizing two simulation modalities was performed to reveal key lessons learned in order to improve future offerings of simulation-based learning.
Results: Several key themes emerged; the themes were (1) technology challenges and solutions, (2) enhancing learner engagement, and (3) workforce capacity and resources.
Conclusion: Insights gained emphasize the value of integrating simulation into nursing education but underscore the importance for nurse educators to consider simulation resources and modalities, student skill and developmental level, learning outcomes, and student engagement when planning simulation-based learning experiences.
Notes
References: Ching-Yi, Chang., Han-Yu, Sung., Jong-Long, Guo., Bieng-Yi, Chang., & Fan-Ray, Kuo. (2022). Effects of spherical video-based virtual reality on nursing students’ learning performance in childbirth education training. Interactive Learning Environments, 30 (3), 400-416. https://doi.org/10.1080/10494820.2019.1661854
Choi, J., Thompson, C., Choi, J., Waddill, C., & Choi, S. (2022). Effectiveness of immersive virtual reality in nursing education. Nurse Educator, 47 (3), E57-E61. https://doi.org/10.1097/NNE.0000000000001117
Cobbett, S., & Snelgrove-Clarke, E. (2016). Virtual versus face-to-face clinical simulation in relation to student knowledge, anxiety, and self-confidence in maternal-newborn nursing: A randomized controlled trial. Nurse Education Today, 45, 179-184. https://doi.org/10.1016/j.nedt.2016.08.004
Erlinger, L. R. (2019). High-fidelity mannequin simulation versus virtual simulation for recognition of critical events by student registered nurse anesthetists. American Association of Nurse Anesthesiology Journal, 87 (2), 105-109.
International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee. (2016). INACSL standards of best practice: Simulation SM simulation design. Clinical Simulation in Nursing, 12, S5-S12.
Jeffries, P. (2021). The NLN Jeffries simulation theory. Lippincott Williams & Wilkins.
Kim, Y. J., & Ahn, S. Y. (2021). Factors influencing nursing students' immersive virtual reality media technology-based learning. Sensors (Basel, Switzerland), 21 (23), Article 8088. https://doi.org/10.3390/s21238088
Saab, M. M., Landers, M., Murphy, D., O’Mahony, B., Cooke, E., O’Driscoll, M., & Hegarty, J. (2022). Nursing students’ views of using virtual reality in healthcare: A qualitative study. Journal of Clinical Nursing, 31, 1228–1242. https://doi-org.ezproxy.emich.edu/10.1111/jocn.15978
Vogelsang, L., Wright, S., Risling, T., de Padua, A., Leidl, D., Wilson, J., & Thompson, D. (2024). Exploring the use of immersive virtual reality in nursing education: A scoping review. Clinical Simulation in Nursing , 97, 101648. https://doi.org/10.1016/j.ecns.2024.101648
William, A., Vidal, V. L., & John, P. (2016). Traditional instruction versus virtual reality simulation: A comparative study of phlebotomy training among nursing students in Kuwait. Journal of Education and Practice, 7 (9), 18-25.
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Sigma Membership
Eta Rho
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Randomized Controlled Trial
Research Approach
Quantitative Research
Keywords:
Simulation, Teaching and Learning Strategies, Curriculum Development, Advances in Education, Nursing Education
Recommended Citation
Pauli, Valerie, "Insights Gained from a Randomized Controlled Trial in Simulation Modalities for Nursing Students" (2025). Biennial Convention (CONV). 20.
https://www.sigmarepository.org/convention/2025/presentations_2025/20
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-18
Insights Gained from a Randomized Controlled Trial in Simulation Modalities for Nursing Students
Indianapolis, Indiana, USA
Background: Nursing programs have embraced the use of simulation-based learning to help students develop hands-on clinical skills, enhance critical-thinking, and improve student confidence within a controlled and safe environment. The purpose of this reflection was to (1) identify differences and challenges for nursing students between the web-based and low-fidelity simulation groups, (2) compare student satisfaction, and (3) evaluate resources and accessibility.
Methods: A retrospective analysis of a research study utilizing two simulation modalities was performed to reveal key lessons learned in order to improve future offerings of simulation-based learning.
Results: Several key themes emerged; the themes were (1) technology challenges and solutions, (2) enhancing learner engagement, and (3) workforce capacity and resources.
Conclusion: Insights gained emphasize the value of integrating simulation into nursing education but underscore the importance for nurse educators to consider simulation resources and modalities, student skill and developmental level, learning outcomes, and student engagement when planning simulation-based learning experiences.
Description
In this session, the author will describe insights gained from using two different simulation modalities with first-year nursing students. Participants of this session should be able to have increased knowledge and understanding in relation to: (1) technical and procedural similarities and differences between web-based virtual reality simulation and low- fidelity simulation, and (2) student satisfaction, cost effectiveness, and resource demands between two simulation modalities.