Exploration of student characteristics, engagement, and enhanced learning with virtual simulation among graduate...

This study explored the link between student characteristics, engagement and self-reported learning in graduate nursing students using a case-based virtual simulation.

Engagement is crucial for academic success and virtual simulation improves clinical learning. Research on engagement and learning outcomes in case-based virtual simulation for graduate nursing students is limited.

Secondary analysis of existing data.

This study focused on graduate nursing students in the U.S. who were assigned case-based virtual simulation to enhance clinical learning. Age, ethnicity and gender were collected; the Online Student Engagement Scale measured engagement. Self-reported learning was assessed via an additional question.

A total of 1331 students responded. Most were aged 25-40, White non-Hispanic and female. Enhanced learning was associated with older age and Black ethnicity (p < 0.001). OSE total and participation subscale scores were higher among those who reported enhanced learning (p < 0.001). The skills (p = 0.006) and participation (p < 0.001) engagement subscales predicted enhanced learning. Increased study skills decreased the odds of enhanced learning by 6.2 %, while increased participation increased the odds by 9.2 %.

Age, ethnicity, study skills and participation are key factors in perceived learning gains with virtual simulation among graduate nursing students. Faculty should periodically assess their students' study habits to encourage participation in virtual simulation activities if they wish to target those who may benefit the most. Future research with diverse student populations should contribute to optimizing the effectiveness of virtual simulation in the training of advanced clinicians.