Realism and Presence in Simulation: Nursing Student Perceptions and Learning Outcomes

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Healthcare Communication

Background:

• Limited research exists on how perceived realism and presence influence learning in educational settings.
• Understanding these factors is crucial for optimizing simulation-based training in nursing.

Purpose of the Study:

• To investigate the relationship between perceived realism, presence, and learning outcomes in undergraduate nursing students.
• To explore the impact of communication training simulations on skill acquisition and transfer.

Main Methods:

• Convergent mixed-methods design with 141 undergraduate nursing students.
• Quantitative data collected via validated scales (Presence, Simulation Design, Discharge Teaching).
• Qualitative data from interviews with a subsample (n=12) exploring learning experiences.

Main Results:

• Perceived realism and presence levels were not directly altered by the communication interventions.
• A significant positive, fully mediated relationship was found between realism, presence, and improved discharge communication skills.
• Simulation quality facilitated reflection on knowledge and skill transferability to clinical practice.

Conclusions:

• Findings support the theory that perceived realism and presence positively influence learning outcomes in nursing education.
• Effective simulation design can enhance the acquisition and application of essential communication skills.
• The study underscores the value of immersive learning experiences for nursing students.