Nursing Students' Learning Dynamics and Perception of High-Fidelity Simulation-Based Learning

Negative experiences of undergraduate nursing students in simulation training: A meta-synthesis of qualitative studies

BACKGROUND

Currently, simulation training programs are widely used in the teaching of undergraduate nursing students. Studies has focused more on the positive experiences of learners and less on the negative experiences, which hinders the improvement and upgrading of nursing simulation training programs.

PURPOSE

To systematically synthesize qualitative data on the negative experiences of undergraduate nursing students in simulation training.

DESIGN

We conducted a meta-synthesis of qualitative studies. Data sources included PubMed, Web of Science, Embase, CINAHL, CNKI, Wanfang, VIP and CBM.

METHODS

The review follows the PRISMA guidelines. Qualitative studies focusing on undergraduate nursing students' negative experiences in simulation training were included. Joanna Briggs Institute tools and approaches were used for methodology quality evaluation, data extraction and findings synthesis.

RESULTS

A total of 13 articles were included in this study, and 39 findings were integrated into six categories and three themes: stress and emotional problems, inadequate immersion, and limited learning effect. The categories are as follows: stress issues, negative emotions, lack of realism, device usage issues, limited immediate learning outcomes, and limited simulation training opportunities.

CONCLUSIONS

This study integrated the negative experiences of undergraduate nursing students in simulation training. This meta-synthesis can serve as a reference to assist in the management of negative experiences encountered by undergraduate nursing students during simulation training. Furthermore, it can promote the development and implementation of simulation training programs within the context of nursing education.

Virtual reality simulation-enhanced blood transfusion education for undergraduate nursing students: A randomised controlled trial

BACKGROUND

Nurse-administered blood transfusion (BT) is a common form of medical treatment, but nursing students are often excluded from participating in and observing BTs during clinical placements. To address clinical placement limitations, nursing educators have increasingly adopted technology-guided simulation pedagogies, including virtual reality (VR) simulation, for nursing students' clinical skills education.

OBJECTIVES

To develop VR simulation for BT practice and investigate its effectiveness with nursing students.

DESIGN

A single-blinded, two-arm randomised controlled trial.

SETTINGS

One university in Hong Kong.

PARTICIPANTS

A total of 151 nursing students enrolled in a nursing undergraduate course at a university in Hong Kong were recruited via convenience sampling in March 2022.

METHODS

Evidence-based VR simulation videos consisting of 1) animated blood formation physiology and side effects of BT and 2) 360° BT nursing practice were developed. The nursing students were randomly allocated into intervention and control groups. The intervention group (n = 75) received the usual BT education (i.e. Zoom lecture) with the developed VR video education, whereas the control group (n = 76) received the usual BT education (Zoom). The BT knowledge (RBTKQ-O), student satisfaction and self-confidence (SSSC) and self-efficacy (GSES) of BT practice were measured before and after BT education. Intention-to-treat analyses were performed.

RESULTS

The primary and secondary outcomes (RBTKQ-O, SSCS and GSES, respectively) improved over time in both groups. Analysis of covariance revealed that students who received VR simulation reported higher post-intervention measurement scores in BT knowledge and SSCS than those who did not receive VR simulation.

CONCLUSIONS

VR simulation-enhanced BT education effectively enhances the knowledge and SSCS of BT practice amongst nursing students. Nurse educators may adopt VR simulation to enhance the effectiveness of existing BT education for nursing students.

The role of manikins in nursing students' learning: A systematic review and thematic metasynthesis

OBJECTIVES

To summarise and synthesise findings from qualitative primary research studies of nursing students' experiences from educational activities using manikins to gain a deeper understanding of the role these manikins play in the students' learning.

DESIGN AND DATA SOURCES

A systematic review and thematic metasynthesis were conducted. Cinahl+, Ovid Medline, ERIC and Embase were searched systematically.

REVIEW METHODS

Sandelowski and Barroso's framework guided the review process. A comprehensive search to identify qualitative studies of nursing students' experiences from learning with manikins was performed in January 2019 and updated in April 2020. Study selection was guided by six screening questions derived from these inclusion criteria: qualitative primary studies, published from 2008, in English or Scandinavian, presenting findings of undergraduate nursing students' experiences with manikins at all fidelity levels. Thomas and Harden's method for thematic synthesis was followed.

RESULTS

Twenty-eight articles of twenty-seven studies were included. We identified three synthesised analytic themes: Seeing the manikin as a doll or a patient, Experiencing yourself as a nurse caring for a patient, and Being a team member.

CONCLUSIONS

When it is perceived as a patient, a manikin can give students a realistic experience of what it means to behave like nurses. Consequently, this realism lets students practice and acquire relational, communicative, and collaborative nursing skills. Using a manikin can facilitate the development of students' professional identity.