Student satisfaction and self-confidence in learning with virtual simulations

Abstract

BackgroundThis research investigated student satisfaction and self-confidence in learning with virtual simulations in a prelicensure class. MethodA descriptive mixed-method approach used the National League for Nursing's Student Satisfaction and Self-Confidence in Learning questionnaire with additional items to survey 28 students' perception after using three vSim for Nursing™ Pharmacology clinical scenarios. ResultsAlthough the initial use of vSims were perceived as helpful and effective, difficulty with navigation and unrealism was reported by most students as limitations. ConclusionThese findings reveal a consistent trend with previous research that suggests upgrades in vSim software design might ease the navigation, realism, and fluid actions of the computer-animated nurse and patient avatar to improve the usefulness of vSims as an active learning strategy in class. Additional research is warranted into students' perceptions with vSims and the effect on various learning outcomes to assist nurse educators with integrating vSims effectively into a didactic course.