Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
37 participants
INTERVENTIONAL
2020-05-01
2023-03-01
Brief Summary
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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.
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Detailed Description
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Keywords: Clinical Reasoning, Competency, Communication, Nursing, Virtual Simulation
Conditions
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Study Design
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NA
SINGLE_GROUP
OTHER
NONE
Study Groups
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Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students
Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education based on the Rasch model
virtual 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.
Interventions
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virtual 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.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
20 Years
28 Years
ALL
Yes
Sponsors
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Tongmyong University
OTHER
Responsible Party
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Sung Hae Kim
Assistant professor
Principal Investigators
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Sung Hae Kim, PhD
Role: PRINCIPAL_INVESTIGATOR
Tongmyong University
Locations
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Tongmyong Unoversity
Busan, , South Korea
Countries
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Other Identifiers
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202005-HR-003
Identifier Type: -
Identifier Source: org_study_id
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