NCT06373172

Enhancing Clinical Reasoning Competency

Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education Based on the Rasch Model

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 37 (actual)
• Sponsor: Tongmyong University · Academic / Other
• Sex: All
• Age: 20 Years – 28 Years
• Healthy volunteers: Accepted

Summary

Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education based on the Rasch model Aims: Clinical reasoning is a core nursing competency that involves analyzing patient-related data and providing appropriate nursing practices. Simulation-based education is effective in improving the clinical reasoning competencies and communication skills of nursing students. This study aimed to verify the effectiveness of virtual simulation-based education.

Detailed description

Methods: This study used a single-group pre- and post-test experimental design to verify the effectiveness of virtual simulation-based education. Data were collected from June to September 2020. Thirty-six nursing students in the 3rd and 4th grades who understood the purpose of this study were selected as participants. The collected data were analyzed using SPSS Statistics 25.0 and Winsteps 3.68.2. Keywords: Clinical Reasoning, Competency, Communication, Nursing, Virtual Simulation

Conditions

• Clinical Reasoning
• Communication
• Development, Human

Interventions

Type	Name	Description
OTHER	virtual simulation-based education program	We used "vSim® for Nursing - Nursing Medical-Surgical" as the virtual simulation-based education program. Four modules were included: (a) acute myocardial infarction, (b) diabetes mellitus, (c) transfusion, and (4) asthma. Each module learning sessions was conducted based on scenarios, which consisted of five steps: Suggested reading, Pre-simulation quiz, vSim, Post-simulation quiz, and Guide reflection questions. For each module, the intervention was performed for two hours. The participants attended four module learning sessions and received eight hours of training. Debriefing using guided reflection questions were completed in the form of a team reflection, followed by an instructor-learner discussion and feedback for 20 minutes of each module.

Timeline

• Start date: 2020-05-01
• Primary completion: 2020-06-01
• Completion: 2023-03-01
• First posted: 2024-04-18
• Last updated: 2024-04-18

Locations

1 site across 1 country: South Korea