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Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar

BACKGROUND: Virtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was t...

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Autores principales: Choi, Hyein, Tak, Sunghee H., Lee, Dayeon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693023/
https://www.ncbi.nlm.nih.gov/pubmed/38041090
http://dx.doi.org/10.1186/s12912-023-01621-1
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author Choi, Hyein
Tak, Sunghee H.
Lee, Dayeon
author_facet Choi, Hyein
Tak, Sunghee H.
Lee, Dayeon
author_sort Choi, Hyein
collection PubMed
description BACKGROUND: Virtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students. METHODS: A descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing. RESULTS: Significant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365). CONCLUSIONS: When there’s a mismatch between the perceived challenge and the students’ skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly.
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spelling pubmed-106930232023-12-03 Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar Choi, Hyein Tak, Sunghee H. Lee, Dayeon BMC Nurs Research BACKGROUND: Virtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students. METHODS: A descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing. RESULTS: Significant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365). CONCLUSIONS: When there’s a mismatch between the perceived challenge and the students’ skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly. BioMed Central 2023-12-01 /pmc/articles/PMC10693023/ /pubmed/38041090 http://dx.doi.org/10.1186/s12912-023-01621-1 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
Choi, Hyein
Tak, Sunghee H.
Lee, Dayeon
Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title_full Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title_fullStr Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title_full_unstemmed Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title_short Nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
title_sort nursing students’ learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693023/
https://www.ncbi.nlm.nih.gov/pubmed/38041090
http://dx.doi.org/10.1186/s12912-023-01621-1
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