Differences in Student Perceptions with Virtual Clinical Simulation

Background: Simulation has been a part of nursing education since its inception, with virtual clinical simulation gaining expanded use since the Coronavirus Pandemic. Once considered only a supplemental teaching method, this form of education has become an imperative means of program progression for nursing students when hospital clinical spaces are limited. Purpose: The purpose of the study is to evaluate potential differences in nursing student perceptions of anxiety and self-confidence with clinical decision making in virtual clinical simulation compared to traditional face-to-face clinicals. Design Methods: A descriptive, quantitative study using the NASC-CDM© tool completed by 5th (final) semester nursing students was analyzed using a series of paired t-tests. The 27-item post-test survey was completed after both virtual clinical simulation sessions and traditional face-to-face clinical sessions using a numerical scale for students to rate their perceptions of anxiety and self-confidence with clinical decision making. Conclusion: Fourteen items were identified as statistically significant for reported increased self-confidence with clinical decision making in traditional face-to-face clinicals compared to virtual clinical simulation. Two items were identified as statistically significant for increased anxiety with clinical decision making in virtual clinical simulation compared to traditional face-to-face clinicals. Implications for Nursing: This study may enlighten the schools of nursing, accrediting bodies, and state boards of nursing with the usefulness of virtual clinical simulation in future nursing curriculum

The scholar, the library, and the digital future [videorecording]

After a brief introduction from Noah Heringman, each participant in the panel describes some of the uses of digital archives in their scholarly research of the humanities. A brief question and answer period with the audience follows the presentations