ArticleBMC nursing2023
Nursing students' learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar.
Article in BMC nursing, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Does a virtual simulation teaching platform improve surgical training for medical undergraduate students?BMC surgery · 2025Trial
- The Effectiveness of Virtual Reality Air-to-Ground Handoff Education in Realistic Operations on Learning Among Emergency Nurses in Taiwan.Journal of nursing management · 2026Article
- From Simulation to the Clinical Area: A Mixed-Methods Study Comparing Skills Laboratory Proficiency and Clinical Performance (RLE) Among Nursing Students in a Philippine University.Advances in medical education and practice · 2026Article
- The efficacy of virtual reality flipped learning with collaborative role-playing in nursing education.BMC nursing · 2025Article
- Exploring the improvement path of virtual simulation experiments: based on the influencing factors and mediating effects of learning satisfaction.BMC medical education · 2024Article
- Analysis of Knowledge and Satisfaction in Virtual Clinical Simulation among Nursing Students: A Mixed Study.Nursing reports (Pavia, Italy) · 2024Article
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Authors and funding
3 authors.
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Abstract
backgroundVirtual clinical simulations and clinical case seminar become widely utilized to address these constraints and help nursing students acquire clinical competencies as the limitations on practicum opportunities have been intensified by the COVID-19 pandemic. The purpose of this study was to examine learning flow, self-efficacy and satisfaction in virtual clinical simulation and clinical case seminar among nursing students.
methodsA descriptive cross-sectional study was used. Forty-two junior nursing students completed survey questionnaires after participating in computer-based virtual clinical simulation and clinical case seminar, which aimed at acquiring knowledge and care skills in geriatric nursing.
resultsSignificant differences in two methods were found in learning flow which included challenge-skill balance (t = -2.24, p < .05) and action-awareness merge (t = -3.32, p < .01). There was no significant difference in learning self-efficacy (t=-1.52, p = .137) and learning satisfaction (t=-0.92, p = .365).
conclusionsWhen there's a mismatch between the perceived challenge and the students' skill levels, it can hinder the learning process. Therefore, instructors should evaluate the clinical skill levels of their students and make necessary adjustments to the difficulty levels of simulation and clinical case seminar accordingly.
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