BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived.
METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection.
RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences.
CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching–learning experience.
The Journal of Nursing Education
Esposito, Christa and Sullivan, Kelly, "Maintaining Clinical Continuity Through Virtual Simulation During the COVID-19 Pandemic" (2020). Nursing and Health Studies Faculty Publications. 238.
Esposito, Christa Palancia, and Kelly Sullivan. “Maintaining Clinical Continuity Through Virtual Simulation During the COVID-19 Pandemic.” The Journal of Nursing Education 59, no. 9 (2020): 522–25. https://doi.org/10.3928/01484834-20200817-09.
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