Nursing students' self-directed learning experiences in web-based virtual simulation: A qualitative study.

Area of Science:

• Nursing Education
• Virtual Reality Simulation
• Self-Directed Learning

Background:

• The COVID-19 pandemic accelerated the adoption of virtual reality (VR) simulation in nursing education.
• Web-based VR simulation offers a novel approach to clinical skill development.
• This study investigates nursing students' self-directed problem-solving within these virtual environments.

Purpose of the Study:

• To explore nursing students' self-directed problem-solving skills in web-based virtual simulation.
• To identify learning experiences and outcomes associated with virtual simulation in nursing.

Main Methods:

• Convenience sampling of 16 senior Korean nursing students.
• Data collected via in-depth Zoom interviews (August 2020 - January 2021).
• Thematic analysis using NVivo v12.

Main Results:

• Four themes emerged: self-awareness of competency gaps, learning from failure, voluntary learning, and holistic understanding.
• Virtual simulations activated cognitive and metacognitive factors crucial for self-directed learning.
• Students corrected errors, learned from mistakes, and developed a holistic perspective on nursing.

Conclusions:

• Web-based self-directed learning in VR simulations creates a positive metacognitive cycle for nursing students.
• The risk-free virtual environment promotes confidence, achievement, and satisfaction.
• Virtual simulation is an effective tool for enhancing nursing students' self-directed learning and competency.