JMIR Publications

ABSTRACT

Background:

Innovations in health simulation technologies have led to clinical virtual simulation (CVS). CVS is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills and communication skills. However, little is known about its effectiveness with regard to satisfaction, self-efficacy and knowledge retention.

Objective:

To assess the effectiveness of clinical virtual simulation on self-efficacy and knowledge retention in nursing students.

Methods:

A randomized controlled trial was carried out with 42 Portuguese nursing students. The participants had a lesson with the same objectives and time. The experimental group used a CVS and the control group the pedagogical strategies already in use. We assessed knowledge before the intervention, after the intervention and two months later, with a true/false and multiple choice knowledge test. The students’ learning satisfaction and self-efficacy was assessed with a Likert scale after the intervention.

Results:

The intervention group showed higher levels of learning satisfaction P <.001; d = 1.33) and knowledge after the intervention (P = .001; d = 1.13) and two months later (P = .019; d = 0.75). We did not find statistical differences in self-efficacy perceptions.

Conclusions:

The use of CVS in nursing education improves knowledge retention initially and over time and increases the satisfaction with learning among nursing students.