Exploration of student characteristics, engagement, and enhanced learning with virtual simulation among graduate nursing students

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-05-14 DOI:10.1016/j.nepr.2025.104406

Christi Doherty , Maria M. Ojeda , Carolyn Kallmeyer , Patricia Banke

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Abstract

Purpose

This study explored the link between student characteristics, engagement and self-reported learning in graduate nursing students using a case-based virtual simulation.

Background

Engagement is crucial for academic success and virtual simulation improves clinical learning. Research on engagement and learning outcomes in case-based virtual simulation for graduate nursing students is limited.

Design

Secondary analysis of existing data.

Methods

This study focused on graduate nursing students in the U.S. who were assigned case-based virtual simulation to enhance clinical learning. Age, ethnicity and gender were collected; the Online Student Engagement Scale measured engagement. Self-reported learning was assessed via an additional question.

Results

A total of 1331 students responded. Most were aged 25–40, White non-Hispanic and female. Enhanced learning was associated with older age and Black ethnicity (p < 0.001). OSE total and participation subscale scores were higher among those who reported enhanced learning (p < 0.001). The skills (p = 0.006) and participation (p < 0.001) engagement subscales predicted enhanced learning. Increased study skills decreased the odds of enhanced learning by 6.2 %, while increased participation increased the odds by 9.2 %.

Conclusions

Age, ethnicity, study skills and participation are key factors in perceived learning gains with virtual simulation among graduate nursing students. Faculty should periodically assess their students’ study habits to encourage participation in virtual simulation activities if they wish to target those who may benefit the most. Future research with diverse student populations should contribute to optimizing the effectiveness of virtual simulation in the training of advanced clinicians.

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探讨护理研究生的学生特点、参与及虚拟模拟强化学习

目的本研究采用基于案例的虚拟模拟方法，探讨护理研究生学生特征、敬业度与自我报告学习之间的关系。参与对学术成功至关重要，虚拟模拟可以改善临床学习。关于护理研究生在基于案例的虚拟模拟中的参与和学习结果的研究是有限的。设计对现有数据进行二次分析。方法本研究以美国护理研究生为研究对象，采用基于案例的虚拟模拟来加强临床学习。收集年龄、种族和性别；在线学生参与度量表测量参与度。自我报告学习通过一个附加问题进行评估。结果共有1331名学生参与问卷调查。大多数患者年龄在25-40岁之间，非西班牙裔白人和女性。学习能力的提高与年龄和黑人有关（p <； 0.001）。在那些报告学习能力增强的学生中，OSE总分和参与分量表得分更高（p <； 0.001）。技能（p = 0.006）和参与（p <； 0.001）投入子量表预测了学习的增强。学习技能的提高使学习能力提高的几率降低了6.2% %，而参与程度的提高使学习能力提高的几率提高了9.2% %。结论性别、种族、学习技能和参与程度是影响护理研究生虚拟仿真学习效果的关键因素。教师应该定期评估学生的学习习惯，以鼓励他们参与虚拟模拟活动，如果他们希望针对那些可能受益最大的人。未来对不同学生群体的研究应有助于优化虚拟模拟在高级临床医生培训中的有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.