Cargando…

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

BACKGROUND: The enrichment of information technology has impacted traditional teaching modes. The emergence of virtual simulation class experimental teaching software has effectively improved the quality of nursing experiment teaching. The learning experience of virtual simulation class experiment t...

Descripción completa

Detalles Bibliográficos
Autores principales: Gao, Yazhuo, Zhu, Xuehua
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10559626/
https://www.ncbi.nlm.nih.gov/pubmed/37803325
http://dx.doi.org/10.1186/s12912-023-01534-z
_version_ 1785117543963295744
author Gao, Yazhuo
Zhu, Xuehua
author_facet Gao, Yazhuo
Zhu, Xuehua
author_sort Gao, Yazhuo
collection PubMed
description BACKGROUND: The enrichment of information technology has impacted traditional teaching modes. The emergence of virtual simulation class experimental teaching software has effectively improved the quality of nursing experiment teaching. The learning experience of virtual simulation class experiment teaching and learning based on the perspective of nursing students is explored to provide a basis for improving related learning effects in the future. METHODS: Fourteen undergraduate nursing students were selected using the purposive sampling method for semi-structured interviews. The Colaizzi seven-step analysis method was used to collate and analyse the interview data. RESULTS: Two themes and six sub-themes were considered during the data analysis. The two themes were positive experiences and negative experiences. In the positive learning experience, undergraduate nursing students showed a deep memory of authentic and diverse scenes, which presented knowledge in a clearly logical, visualised and stereoscopic manner. Negative experiences are manifested as significantly different learning efficiencies in different grades and subjects, and timing the delivery of teaching feedback is difficult. CONCLUSION: Virtual simulation experimental teaching can promote the subjective initiative of nursing students’ learning and promote better coordination and unity in their image and theoretical thinking. Some advantages can be augmented by following the national educational policy, strengthening the information construction, combining the construction of virtual simulation experiments with the discipline’s characteristics and optimising the resources. This paper provides a reference for the future exploration of nursing education and further improving the construction of virtual simulation experimental teaching tools and resources.
format Online
Article
Text
id pubmed-10559626
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher BioMed Central
record_format MEDLINE/PubMed
spelling pubmed-105596262023-10-08 Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students Gao, Yazhuo Zhu, Xuehua BMC Nurs Research BACKGROUND: The enrichment of information technology has impacted traditional teaching modes. The emergence of virtual simulation class experimental teaching software has effectively improved the quality of nursing experiment teaching. The learning experience of virtual simulation class experiment teaching and learning based on the perspective of nursing students is explored to provide a basis for improving related learning effects in the future. METHODS: Fourteen undergraduate nursing students were selected using the purposive sampling method for semi-structured interviews. The Colaizzi seven-step analysis method was used to collate and analyse the interview data. RESULTS: Two themes and six sub-themes were considered during the data analysis. The two themes were positive experiences and negative experiences. In the positive learning experience, undergraduate nursing students showed a deep memory of authentic and diverse scenes, which presented knowledge in a clearly logical, visualised and stereoscopic manner. Negative experiences are manifested as significantly different learning efficiencies in different grades and subjects, and timing the delivery of teaching feedback is difficult. CONCLUSION: Virtual simulation experimental teaching can promote the subjective initiative of nursing students’ learning and promote better coordination and unity in their image and theoretical thinking. Some advantages can be augmented by following the national educational policy, strengthening the information construction, combining the construction of virtual simulation experiments with the discipline’s characteristics and optimising the resources. This paper provides a reference for the future exploration of nursing education and further improving the construction of virtual simulation experimental teaching tools and resources. BioMed Central 2023-10-06 /pmc/articles/PMC10559626/ /pubmed/37803325 http://dx.doi.org/10.1186/s12912-023-01534-z Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Gao, Yazhuo
Zhu, Xuehua
Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title_full Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title_fullStr Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title_full_unstemmed Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title_short Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
title_sort research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10559626/
https://www.ncbi.nlm.nih.gov/pubmed/37803325
http://dx.doi.org/10.1186/s12912-023-01534-z
work_keys_str_mv AT gaoyazhuo researchonthelearningexperienceofvirtualsimulationclassexperimentalteachingandlearningbasedontheperspectiveofnursingstudents
AT zhuxuehua researchonthelearningexperienceofvirtualsimulationclassexperimentalteachingandlearningbasedontheperspectiveofnursingstudents