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    Evidentiary and theoretical foundations for virtual simulation in nursing education

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    Author
    Dolan, Hanne
    Amidon, Brayton J.
    Gephart, Sheila M.
    Affiliation
    University of Arizona, College of Nursing
    Issue Date
    2021-09
    Keywords
    Andragogy
    Bloom's taxonomy
    Learning styles
    Nursing education
    Virtual simulation
    
    Metadata
    Show full item record
    Publisher
    Elsevier BV
    Citation
    Dolan, H., Amidon, B. J., & Gephart, S. M. (2021). Evidentiary and theoretical foundations for virtual simulation in nursing education. Journal of Professional Nursing, 37(5), 810–815.
    Journal
    Journal of Professional Nursing
    Rights
    © 2021 Elsevier Inc. All rights reserved.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Virtual simulation has been used extensively in nursing education since the beginning of the COVID-19 pandemic due to the unavailability of clinical sites. Extant research supports substitution of up to 50% of nursing clinical hours with simulation. However, in many nursing programs virtual simulation is currently substituting more than half of traditional clinical hours, and the knowledge gaps and limitations surrounding virtual simulation exist. The purpose of this paper is to describe the evidentiary and theoretical foundations for virtual simulation. Through examination of adult learning theories, learning styles and Bloom's Revised Taxonomy, recommendations for maximizing the use of virtual simulation in the current clinical learning environment are outlined. Debriefing is a vital component of virtual simulation. Synchronous debriefing with nursing students, faculty, preceptors, and peers provides the opportunity for scaffolding to support students’ learning needs and foster reflection and evaluation to mitigate shortcomings of virtual simulation in the current clinical learning environment. © 2021 Elsevier Inc.
    Note
    12 month embargo; available online 7 June 2021
    ISSN
    8755-7223
    DOI
    10.1016/j.profnurs.2021.06.001
    Version
    Final accepted manuscript
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.profnurs.2021.06.001
    Scopus Count
    Collections
    UA Faculty Publications

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