Evidentiary and theoretical foundations for virtual simulation in nursing education.

Area of Science:

• Nursing Education
• Medical Simulation
• Digital Learning

Background:

• COVID-19 pandemic necessitated virtual simulation in nursing education due to clinical site unavailability.
• Research supports up to 50% substitution of clinical hours, yet many programs exceed this.
• Knowledge gaps and limitations exist regarding extensive virtual simulation use.

Purpose of the Study:

• To describe the evidentiary and theoretical foundations of virtual simulation in nursing.
• To provide recommendations for maximizing virtual simulation's use in clinical learning.
• To address limitations and knowledge gaps associated with current virtual simulation practices.

Main Methods:

• Examination of adult learning theories.
• Analysis of learning styles.
• Application of Bloom's Revised Taxonomy.

Main Results:

• Theoretical foundations for virtual simulation were explored.
• Recommendations for optimizing virtual simulation were outlined.
• The importance of synchronous debriefing was highlighted.

Conclusions:

• Synchronous debriefing is vital for scaffolding, reflection, and evaluation in virtual simulation.
• Strategies are needed to mitigate shortcomings of virtual simulation.
• Maximizing virtual simulation requires understanding its theoretical underpinnings and effective pedagogical approaches.