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dc.contributor.authorDolan, Hanne
dc.contributor.authorAmidon, Brayton J.
dc.contributor.authorGephart, Sheila M.
dc.date.accessioned2021-09-10T18:08:05Z
dc.date.available2021-09-10T18:08:05Z
dc.date.issued2021-09
dc.identifier.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.en_US
dc.identifier.issn8755-7223
dc.identifier.doi10.1016/j.profnurs.2021.06.001
dc.identifier.urihttp://hdl.handle.net/10150/661530
dc.description.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.en_US
dc.language.isoenen_US
dc.publisherElsevier BVen_US
dc.rights© 2021 Elsevier Inc. All rights reserved.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subjectAndragogyen_US
dc.subjectBloom's taxonomyen_US
dc.subjectLearning stylesen_US
dc.subjectNursing educationen_US
dc.subjectVirtual simulationen_US
dc.titleEvidentiary and theoretical foundations for virtual simulation in nursing educationen_US
dc.typeArticleen_US
dc.contributor.departmentUniversity of Arizona, College of Nursingen_US
dc.identifier.journalJournal of Professional Nursingen_US
dc.description.note12 month embargo; available online 7 June 2021en_US
dc.description.collectioninformationThis 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.en_US
dc.eprint.versionFinal accepted manuscripten_US
dc.identifier.piiS875572232100082X
dc.source.journaltitleJournal of Professional Nursing
dc.source.volume37
dc.source.issue5
dc.source.beginpage810
dc.source.endpage815


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