Abstract
Purpose: To determine how behavioral, emotional, and cognitive engagement predict perceived learning in graduate students using case-based virtual simulation (VS) and to share globally transferable design strategies.
Background: VS places learners in low-risk cases where they make decisions and see consequences, a structure known to promote involvement and deep learning. While evidence in graduate nursing is limited, the engagement mechanisms are relevant internationally and across fields because VS resembles problem-based scenarios, labs, studios, and field-placement preparation used worldwide.
Methods: Secondary analysis of 1,331 U.S. graduate nursing students who completed i-Human Patients® simulations. Engagement was measured with the Online Student Engagement (OSE) scale (skills, emotion, participation, performance). Enhanced learning was a yes/no item. Statistics and logistic regression examined demographic and engagement effects.
Results: Mean OSE was 79.2; 80.3% reported enhanced learning. Students who perceived enhanced learning had higher OSE composite scores, especially on participation. Age and ethnicity differed between groups. Regression predicted enhanced learning with 80.7% accuracy. Participation was the strongest positive predictor; study-skills scores showed a small inverse association, suggesting VS may be particularly helpful for learners who struggle with traditional study approaches. Older and Black students were more likely to report benefits.
Implications: Building on these findings, the session demonstrates how to design VS-style activities that require visible participation, enable safe repeat practice, deliver rapid feedback, and use brief engagement checks. These approaches can be localized for language and culture, scaled for varying resources (including low-bandwidth/mobile), and applied in online, hybrid, or face-to-face courses to strengthen engagement and equity among graduate learners.
Notes
References:
Astin, A.W., 1984. Student involvement: a developmental theory for higher education. Journal of College Student Development. 25, 297–308. https://psycnet.apa.org/record/1985-18630-001
Dixson, M. D. (2015). Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE). Journal of Asynchronous Learning Networks, 19.
Hensley, A., Hampton, D., Wilson, J. L., Culp-Roche, A., & Wiggins, A. T. (2021). A multicenter study of student engagement and satisfaction in online programs. Journal of Nursing Education, 60(5), 259-264. https://doi.org/https://doi.org/10.3928/01484834-20210420-04.
Lioce, L. (Ed), Lopreiato, J. (Founding Ed), Downing, D., Chang, T.P., Robertson, J.M. Anderson, M., Diaz, D.A. and Spain, A.E. (Assoc Eds) and the Terminology and Concepts Working Group. (2020). Healthcare simulation dictionary – second edition. Agency for Healthcare Research and Quality. DOI: https://doi.org/10.23970/ simulationv2
Serembus, J. F., & Riccio, P. A. (2019). Relationship between student engagement and outcomes for online master of science in nursing students. Journal of Nursing Education, 58(4), 207-213. https://doi.org/10.3928/01484834-20190321-04
Sigma Membership
Chi Alpha at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Exploratory
Research Approach
Quantitative Research
Keywords:
Simulation, Virtual Learning, Teaching and Learning Strategies, Student Engagement, Emotional Experience, Simulation Methods & Models, Computer Simulation, Case-Based Reasoning, Nursing Students, Graduate Nursing Education
Recommended Citation
Doherty, Christi, "Participation Drives Learning: Global Engagement Insights from Virtual Simulation" (2026). International Nursing Research Congress (INRC). 332.
https://www.sigmarepository.org/inrc/2026/presentations_2026/332
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
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
2026-09-29
Participation Drives Learning: Global Engagement Insights from Virtual Simulation
Toronto, Ontario, Canada
Purpose: To determine how behavioral, emotional, and cognitive engagement predict perceived learning in graduate students using case-based virtual simulation (VS) and to share globally transferable design strategies.
Background: VS places learners in low-risk cases where they make decisions and see consequences, a structure known to promote involvement and deep learning. While evidence in graduate nursing is limited, the engagement mechanisms are relevant internationally and across fields because VS resembles problem-based scenarios, labs, studios, and field-placement preparation used worldwide.
Methods: Secondary analysis of 1,331 U.S. graduate nursing students who completed i-Human Patients® simulations. Engagement was measured with the Online Student Engagement (OSE) scale (skills, emotion, participation, performance). Enhanced learning was a yes/no item. Statistics and logistic regression examined demographic and engagement effects.
Results: Mean OSE was 79.2; 80.3% reported enhanced learning. Students who perceived enhanced learning had higher OSE composite scores, especially on participation. Age and ethnicity differed between groups. Regression predicted enhanced learning with 80.7% accuracy. Participation was the strongest positive predictor; study-skills scores showed a small inverse association, suggesting VS may be particularly helpful for learners who struggle with traditional study approaches. Older and Black students were more likely to report benefits.
Implications: Building on these findings, the session demonstrates how to design VS-style activities that require visible participation, enable safe repeat practice, deliver rapid feedback, and use brief engagement checks. These approaches can be localized for language and culture, scaled for varying resources (including low-bandwidth/mobile), and applied in online, hybrid, or face-to-face courses to strengthen engagement and equity among graduate learners.
Description
Learn how case-based virtual simulation strengthens behavioral, emotional, and cognitive engagement in graduate learners. Drawing on data from 1,331 students, this session highlights participation as the key predictor of perceived learning and offers globally adaptable, low-risk, scenario-based strategies suitable for any discipline or teaching format.