Nursing Students' Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic.

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Date

2021-11

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Abstract

Background

This study aimed to understand prelicensure nursing students' perceptions and experiences of using virtual simulation as an alternative to clinical practice during the coronavirus 2019 (COVID-19) pandemic in South Korea.

Methods

A total of 20 students from a 4-year baccalaureate nursing program participated in this descriptive qualitative study. Six focus group interviews using Zoom video communications were conducted with three to four participants to understand their experiences. Data were analyzed using an inductive content analysis approach.

Results

The following three major themes emerged: (a) difficulties encountered in using virtual simulation, (b) benefits to student confidence and competence to provide patient-centered care, and (c) gaps in satisfaction due to needed improvements.

Conclusions

Virtual simulation could be beneficial for improving prelicensure nursing students' confidence and competence; however, improvements to virtual simulation realism and engagement are needed to maximize user satisfaction and performance.

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Published Version (Please cite this version)

10.1016/j.ecns.2021.06.010

Publication Info

Kim, Mi Jong, Hee Sun Kang and Jennie C De Gagne (2021). Nursing Students' Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic. Clinical simulation in nursing, 60. pp. 11–17. 10.1016/j.ecns.2021.06.010 Retrieved from https://hdl.handle.net/10161/26993.

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Scholars@Duke

De Gagne

Jennie De Gagne

Clinical Professor in the School of Nursing

Jennie Chang De Gagne, PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN, is a Clinical Professor and the Director of the Nursing Education Major/Certificate at the Duke University School of Nursing (DUSON). She is dedicated to advancing the science of teaching and learning through the application of instructional technologies, creating a student-centered environment that fosters meaningful and constructive learning experiences. Her expertise in cybercivility positions her at the forefront of this crucial field, leading her to develop and spearhead innovative projects that address incivility in cyberspace among health professionals and students. With over 200 publications, including 120 in peer-reviewed journals, and 150 presentations on topics such as technology integration in the classroom, faculty development in online education, and cybercivility, she has demonstrated exceptional productivity in disseminating her scholarly work. Additionally, she has expertise in providing distance/online instruction for workforce training.

De Gagne is board certified in Nursing Professional Development by the American Nurses Credentialing Center and has earned certification as a nurse educator from the National League for Nursing. She is a member of the National League for Nursing Academy of Nursing Education and the American Academy of Nursing. Throughout her professional and academic career, she has received scholarships and awards. Her expertise has garnered national and international media attention, leading to interviews in both print and digital media.


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