Abstract
Background: The Digital Clinical Experience™ is a simulation software that allows nursing students to interview and examine virtual patient and then write self-reflections on their performance. Methods: A secondary data analysis was conducted on 130 master of science in nursing students' performance in the Digital Clinical Experience™ using a framework of situated cognition and transformative learning theory. Employing a within-stage mixed-model design, content analysis of structured self-reflections was conducted using Cook's Reflection Rating Rubric. Multiple regression was performed using self-reflection scores as the dependent variable; independent variables included time spent in simulation, lines of dialog, and primary and secondary clinical items discovered. Results: Critical self-reflection indicating transformative learning was predicted by the number of secondary clinical items students uncover during their virtual patient interview. Yet, this level of self-reflection did not occur for students who discovered only the primary clinical findings. Conclusions: This study presents evidence that virtual patient simulations can provide transformative learning experiences in nursing. However, to facilitate a transformative learning experience, these simulations must allow students to explore the presentation, history, and backstory of the virtual patient in depth, beyond superficial clinical findings.
| Original language | English (US) |
|---|---|
| Journal | Clinical Simulation in Nursing |
| Volume | 10 |
| Issue number | 6 |
| DOIs | |
| State | Published - Jan 1 2014 |
| Externally published | Yes |
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Keywords
- Clinical reasoning
- Computer based learning
- Digital Standardized Patient
- Reflective journaling
- Self-reflection
- Simulation
- Virtual patient
ASJC Scopus subject areas
- Education
- Modeling and Simulation
- Nursing (miscellaneous)
Cite this
Transformative learning through virtual patient simulations : Predicting critical student reflections. / Kleinheksel, Amanda Joy.
In: Clinical Simulation in Nursing, Vol. 10, No. 6, 01.01.2014.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Transformative learning through virtual patient simulations
T2 - Predicting critical student reflections
AU - Kleinheksel, Amanda Joy
PY - 2014/1/1
Y1 - 2014/1/1
N2 - Background: The Digital Clinical Experience™ is a simulation software that allows nursing students to interview and examine virtual patient and then write self-reflections on their performance. Methods: A secondary data analysis was conducted on 130 master of science in nursing students' performance in the Digital Clinical Experience™ using a framework of situated cognition and transformative learning theory. Employing a within-stage mixed-model design, content analysis of structured self-reflections was conducted using Cook's Reflection Rating Rubric. Multiple regression was performed using self-reflection scores as the dependent variable; independent variables included time spent in simulation, lines of dialog, and primary and secondary clinical items discovered. Results: Critical self-reflection indicating transformative learning was predicted by the number of secondary clinical items students uncover during their virtual patient interview. Yet, this level of self-reflection did not occur for students who discovered only the primary clinical findings. Conclusions: This study presents evidence that virtual patient simulations can provide transformative learning experiences in nursing. However, to facilitate a transformative learning experience, these simulations must allow students to explore the presentation, history, and backstory of the virtual patient in depth, beyond superficial clinical findings.
AB - Background: The Digital Clinical Experience™ is a simulation software that allows nursing students to interview and examine virtual patient and then write self-reflections on their performance. Methods: A secondary data analysis was conducted on 130 master of science in nursing students' performance in the Digital Clinical Experience™ using a framework of situated cognition and transformative learning theory. Employing a within-stage mixed-model design, content analysis of structured self-reflections was conducted using Cook's Reflection Rating Rubric. Multiple regression was performed using self-reflection scores as the dependent variable; independent variables included time spent in simulation, lines of dialog, and primary and secondary clinical items discovered. Results: Critical self-reflection indicating transformative learning was predicted by the number of secondary clinical items students uncover during their virtual patient interview. Yet, this level of self-reflection did not occur for students who discovered only the primary clinical findings. Conclusions: This study presents evidence that virtual patient simulations can provide transformative learning experiences in nursing. However, to facilitate a transformative learning experience, these simulations must allow students to explore the presentation, history, and backstory of the virtual patient in depth, beyond superficial clinical findings.
KW - Clinical reasoning
KW - Computer based learning
KW - Digital Standardized Patient
KW - Reflective journaling
KW - Self-reflection
KW - Simulation
KW - Virtual patient
UR - http://www.scopus.com/inward/record.url?scp=84900816682&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84900816682&partnerID=8YFLogxK
U2 - 10.1016/j.ecns.2014.02.001
DO - 10.1016/j.ecns.2014.02.001
M3 - Article
AN - SCOPUS:84900816682
VL - 10
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
SN - 1876-1399
IS - 6
ER -