Highlights
- •Online virtual simulation is comparable to traditional simulation methods.
- •Students reported that virtual patients were more realistic than standard actor patients.
- •Students reported increased engagement with learning.
Abstract
Background
Virtual reality technology can range from bedside learning to computerized tools accessed
exclusively online; yet there is little evidence of the effectiveness of online virtual
simulation for teaching diagnostic reasoning to health care providers. To address
this gap, an examination of virtual simulation encounters in the online classroom
was undertaken to inform education of a variety of health care providers, including
nurse practitioners, registered nurses, and physicians.
Method
Arskey and O'Malley's (2005) framework was the methodology used to conduct the scoping
review.
Result
Twelve studies published between 2008 and 2015 were identified from a search of 14
databases. The study sample included physicians and medical students (seven), baccalaureate
nursing students (two), associate degree nursing students (one), and providers from
other fields such as pharmacists, physiotherapists, sports medicine, forensics, and
veterinarians.
Conclusion
Online virtual simulation was comparable or superior to traditional simulation methods
where increased engagement with learning occurred in a safe environment with convenient
access.
Keywords
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Article info
Publication history
Published online: June 07, 2016
Identification
Copyright
© 2016 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
