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Exploring the Development of Nursing Clinical Judgment Among Students Using Virtual Reality Simulation
Karen T Pardue1, Kristen Holt, Dawn-Marie Dunbar
1Provost and Senior Vice President of Academic Affairs and Professor of Nursing (Dr Pardue), Associate Clinical Professor of Nursing (Ms Holt and Dr Baugh), and Clinical Professor and Director of Clinical Simulation (Ms Dunbar), University of New England, Biddeford/Portland, Maine.
Background:
Virtual reality simulation (VRS) is an emerging pedagogy in nursing education.
Purpose:
The purpose of this qualitative exploratory study was 2-fold: to determine nursing students' learning experiences when engaged in VRS, and to explore learners' problem-solving/clinical reasoning approach after participation in a VRS clinical scenario. This article reports student descriptions of clinical reasoning/clinical judgment when considering their VRS experience.
Methods:
Qualitative description provided a methodological orientation for the study. Widely accepted frameworks for nursing clinical judgment provided a theoretical basis.
Results:
Focus group participant narratives reveal evidence about nursing clinical judgment when applied to established descriptions and phases.
Conclusion:
Study findings suggest that VRS experiences promote development of nursing clinical judgment among students.
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