Evidentiary and theoretical foundations for virtual simulation in nursing education
AffiliationUniversity of Arizona, College of Nursing
MetadataShow full item record
CitationDolan, 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.
JournalJournal of Professional Nursing
Rights© 2021 Elsevier Inc. All rights reserved.
Collection InformationThis 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 email@example.com.
AbstractVirtual 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.
Note12 month embargo; available online 7 June 2021
VersionFinal accepted manuscript