Transformative learning through virtual patient simulations: Predicting critical student reflections

Research output: Contribution to journalArticle

12 Citations (Scopus)

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 languageEnglish (US)
JournalClinical Simulation in Nursing
Volume10
Issue number6
DOIs
StatePublished - Jan 1 2014
Externally publishedYes

Fingerprint

Patient Simulation
reflexivity
Learning
Students
simulation
Nursing
Nursing Students
nursing
learning
Simulation
student
Interviews
experience
Cognition
secondary analysis
learning theory
interview
Content Analysis
Learning Theory
Software

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

@article{5b54a19491c04cc190250d931a07c0cd,
title = "Transformative learning through virtual patient simulations: Predicting critical student reflections",
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.",
keywords = "Clinical reasoning, Computer based learning, Digital Standardized Patient, Reflective journaling, Self-reflection, Simulation, Virtual patient",
author = "Kleinheksel, {Amanda Joy}",
year = "2014",
month = "1",
day = "1",
doi = "10.1016/j.ecns.2014.02.001",
language = "English (US)",
volume = "10",
journal = "Clinical Simulation in Nursing",
issn = "1876-1399",
publisher = "Elsevier Inc.",
number = "6",

}

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 -