Virtual Simulation to Increase Self-efficacy Through Deliberate Practice.

Area of Science:

• Medical Education
• Simulation-Based Learning
• Nursing Education

Background:

• Performance anxiety and engagement challenges in medical-surgical simulations.
• Need for enhanced presimulation preparation for high-fidelity simulations involving emergent clinical situations.

Purpose of the Study:

• To evaluate the impact of virtual simulation (VS) followed by high-fidelity simulation on nursing students' self-efficacy.
• To determine if this combined approach improves engagement and mastery in complex clinical scenarios.

Main Methods:

• Application of Ericsson's theory of deliberate practice and Bandura's self-efficacy theory.
• Students completed VS scenarios to achieve mastery before repeating them in high-fidelity simulation.
• Pre- and post-simulation self-efficacy surveys administered to 151 students across 3 cohorts.

Main Results:

• Virtual simulation followed by high-fidelity simulation significantly increased student self-efficacy perception across all 3 cohorts (P = .001, P = .037, P = .005).

Conclusions:

• Virtual simulation as preparation for high-fidelity simulation effectively increases student self-efficacy.
• This approach enhances student engagement in simulation experiences.
• Facilitates higher levels of mastery through deliberate practice in nursing education.