Abstract
BackgroundDespite an increase in virtual simulation uptake in many institutions, relatively little is known about how simulations affect clinical practice. MethodsA descriptive qualitative approach, using small group interviews, was used to address our research questions. Interviews were conducted with year two and year four students from a four-year baccalaureate degree program and their clinical instructors. ResultsFour main themes emerged from our data: Direct Linkage to Clinical Practice, Suitability of Virtual Simulation Design for Learning, Strategic Integration of Virtual Simulation and Facilitation Skills. ConclusionWith sound design and facilitation, virtual simulation can positively impact students’ clinical practice.
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