Clinical Virtual Simulation

Clinical Virtual Simulation

Name

Institution 

Clinical Virtual Simulation

Research Problem

All research done are so done to address a specific problem that has been identified and therefore the research exists to find solutions. This study was done to provide answers for a specific problem that the researcher had identified and was seeking to find a suitable solution. As such, the study acknowledged that clinical virtual simulation can provide a pedagogical that can facilitate knowledge retention, clinical reasoning, improve satisfaction and learning and foster improvements in self-efficacy. Having made these acknowledgements, the study continued to point out the scarcity in knowledge regarding effectiveness to satisfaction, self-efficacy, knowledge retention and clinical reasoning. Having cited a deficit in knowledge, the problem addressed by this study was addressing the effect of clinical virtual simulation regarding knowledge retention, clinical reasoning, self-efficacy and satisfaction with the learning experience among nursing students (Padilha, Machado, Ribeiro, Ramos, & Costa 2019).

Research Objective

Objectives are the goals that the researcher sets and strives to achieve through the research. The outcomes of the research should satisfy the objectives of the research in an ideal setting should meet the objectives prior set. The objectives guide the researcher towards a specific direction and ensures the path remains well defined avoiding deviation. The main objective of the study was to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy and satisfaction with the learning experience among nursing students (Padilha et al., 2019).

Hypothesis

The hypothesis should be a statement that provides insight into the confines of the entire paper. It acts as a peek-hole into what the rest of the paper will be covering and for this study the hypothesis was not different. The hypothesis was made at the very end of the introductory segment. This study intended to assess the effectiveness of clinical virtual simulation in raising levels of learning satisfaction, self-efficacy, knowledge retention and clinical reasoning among nursing students (Padilha et al., 2019). The hypothesis is often heavily related to the objective of the study. In this case, the similarity was incontrovertible.

Research Methods

The methodology used was quantitative. The study utilized a randomized controlled trial that featured a pilot study and two post-tests that featured Portuguese nursing students. This group was termed (N) and was composed of 42 students in total. The select participants were divided into two groups. The two groups then had lessons with the same objectives and timelines. Of the two, one acted as the experimental groups while the others were the control group. The experimental group was termed (n) and it had 21 of the 42 initially selected persons (Padilha et al., 2019). This group used a cased-based approach to learning with the clinical virtual simulator as a central resource. On the other hand, the control group also termed n=21 used the same case-based approach with the central resource being a low-fidelity simulator and a near-real environment. The learning sessions were conducted by the student’s usual lecturers. The researchers assessed knowledge and clinical reasoning prior to the intervention and again after the intervention and also two months later for assessment of knowledge retention (Padilha et al., 2019). The knowledge test was based on true or false questions. For the purposes of assessing the students’ satisfaction with the learning and self-efficacy, a Likert scale was used as the intervention. The methodologies used in sampling were all up to date with the research guidelines provided at the time of conducting the research (Padilha et al., 2019).

Samples

The participants of the study were Portuguese nursing students. All participants were volunteers to the research and they were in their second year of nursing school of Porto in Portugal who had been enrolled for “Corporal Body Responses.” The students’ course was specific to urinary, respiratory and cardiac systems (Padilha et al., 2019). They were selected particularly for their involvement in nursing studies and nothing more and therefore Portuguese should not be mistaken to have been an important aspect for the participants. Upon selection of the participants, the sampling was randomized where the group was split into two groups one being the experimental group and the other the control group.

Variables

The study had several variables, both dependent and independent. The dependent variables are those that the researchers were interested in while the independent were those that the researchers believed could affect the dependent variable. The variables for this study were studied or addressed through the utilization of the control group that assessed the difference between the clinical virtual simulation and the low-fidelity simulator. The two parameters addressed the variables of concern to the researchers. As a matter of fact, the concern on variables is the very reason for having a control group (Padilha et al., 2019).

Tools, Instruments, Tests and Surveys

The study utilized a variety of tests in assessing the students’ knowledge and clinical reasoning prior and post the experiment. The tests for this were structured as true or false questions. The purposes of assessing the students’ satisfaction with the learning and self-efficacy were met using a Likert scale. The instruments used were the clinical virtual simulation for the experimental group and a low-fidelity simulator for the control group alongside a realistic environment (Padilha et al., 2019).

Main Findings

The study found that the experimental group that utilized clinical virtual simulation had more significant improvements in knowledge after the intervention and also on the two months post-test. This groups also showed higher levels of learning satisfaction but there was no statistical difference in self-efficacy perceptions. For the knowledge p=.001: d=1.13), the two months test showed (p=.02; d=0.75), learning satisfaction (p<.001; d=1.33) but self-efficacy was (p=9; d=0.054) (Padilha et al., 2019).

Conclusion

The study concluded that the utilization of the clinical virtual simulator in nursing education holds enormous potential for improving knowledge retention and clinical reasoning in the initial phase and also over prolonged timelines (Padilha et al., 2019). It will also increase the satisfaction of students with the learning experience among the nursing students. The study was conducted flawlessly despite encountering several challenges but it met its objectives and made recommendations accordingly. All research protocols were adhered to essentially seeing to accuracy and presentation of satisfactory data. The data analysis was accurate with up to date coding protocols met. Raw data was analysed and it was tuned to become usable data in the presentation. The study eventually solved its research problem effectively.

Reference

Padilha, J. M., Machado, p.p., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: randomized controlled trial. Journal of medical Internet research, 21(3), e11529.