Integrated virtual simulation and face-to-face simulation for clinical judgment training among undergraduate nursing...

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Clinical Judgment Development

Background:

• Both virtual and face-to-face simulations effectively train clinical judgment.
• Few studies have explored combining these simulation modalities.
• This study investigated an integrated program of non-immersive virtual simulation and high-fidelity face-to-face simulation.

Purpose of the Study:

• To evaluate the effect of an integrated simulation program on nursing students' clinical judgment.
• To explore nursing students' experiences with the combined simulation approach.

Main Methods:

• A sequential exploratory mixed-methods study was conducted with 122 third-year nursing students.
• Students were assigned to either an integrated virtual and face-to-face simulation group or a face-to-face simulation-only group.
• Clinical judgment was assessed using the Lasater Clinical Judgment Rubric (LCJR), supplemented by focus group interviews.

Main Results:

• Both groups showed improved clinical judgment scores post-simulation.
• The integrated simulation group reported significantly greater improvement compared to the face-to-face only group.
• Qualitative data confirmed and contextualized the quantitative findings, validating the integrated program's effectiveness.

Conclusions:

• The integrated virtual and face-to-face simulation program is feasible and enhances nursing students' self-reported clinical judgment.
• This combined approach may offer superior benefits for nursing students and new ICU nurses compared to face-to-face simulation alone.