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Nursing Students From China and the United States: Learning Together Through Virtual Simulation
Margory A Molloy1, Ying Zhao, Christina Leonard
1About the Authors Margory A. Molloy, DNP, RN, CNE, CHSE, is associate professor, Duke University School of Nursing, and assistant director, Duke Interprofessional Education and Care Center, Durham, North Carolina. Ying Zhao, PhD, RN, is associate professor and vice dean, Fudan University School of Nursing, Shanghai, China. Christina Leonard, DNP, APRN, FNP-BC, CNL, is assistant professor, Duke University School of Nursing. Yu Chen, PhD, RN, is associate professor, Fudan University School of Nursing. Allen A. Cadavero, PhD, RN, CCRN, WOCN, is assistant professor, Duke University School of Nursing. Weijie Xing, PhD, RN, is associate professor, Fudan University School of Nursing. Jacqueline Vaughn, PhD, RN, was a postdoctoral fellow, School of Nursing, University of North Carolina at Chapel Hill, and is currently assistant professor, University of North Carolina Wilmington, Wilmington, North Carolina. Yufen Lin, PhD, RN, was a doctoral student, Duke University School of Nursing, during the project and is currently a postdoctoral fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia. Hui Min, BSN, RN, is chief nurse, Obstetrics and Gynecology Hospital of Fudan University, Shanghai, China. Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is Thelma M. Ingles Professor of Nursing, Duke University School of Nursing. Hu Yan, PhD, RN, FAAN, is professor and dean, Fudan University School of Nursing. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Jacqueline Vaughn was supported by the US National Institutes of Health, National Institute of Nursing Research (T32NR007091). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. For more information, contact Dr. Hu Yan at huyan@fudan.edu.cn or Dr. Marilyn H. Oermann at marilyn.oermann@duke.edu.
Virtual simulations enabled nursing students in China and the US to colearn, enhancing clinical reasoning skills and global practice awareness. This innovative approach offers international education without travel.
Area of Science:
- Nursing Education
- Digital Health
- Global Health
Background:
- Technological advancements and international collaborations facilitate global nursing education.
- Virtual learning environments eliminate the need for international student travel.
Purpose of the Study:
- To connect nursing students from Chinese and US institutions for collaborative learning.
- To utilize virtual simulations for interprofessional education and skill development.
Main Methods:
- Development of virtual simulation modules by participating nursing schools.
- Two synchronous 1.5-hour virtual sessions conducted one month apart.
- Assessment of simulation effectiveness and clinical reasoning using validated tools.
Main Results:
- High scores on the Simulation Effectiveness Tool-Modified (75-100%) for both prioritization and obstetrics simulations.
- Most students reported improved clinical reasoning skills post-simulation.
- Demonstrated feasibility of virtual simulation for cross-cultural nursing education.
Conclusions:
- Virtual simulations effectively facilitate collaborative learning between international nursing students.
- This modality fosters an understanding of diverse nursing practices globally.
- Virtual simulations represent a viable strategy for international nursing education.

