About the Authors Margory A. Molloy, DNP, RN, CNE, CHSE, is associate professor, Duke University School of Nursing, and assistant director, Duke Interprofessional Education and Care Center, Durham, North Carolina. Ying Zhao, PhD, RN, is associate professor and vice dean, Fudan University School of Nursing, Shanghai, China. Christina Leonard, DNP, APRN, FNP-BC, CNL, is assistant professor, Duke University School of Nursing. Yu Chen, PhD, RN, is associate professor, Fudan University School of Nursing. Allen A. Cadavero, PhD, RN, CCRN, WOCN, is assistant professor, Duke University School of Nursing. Weijie Xing, PhD, RN, is associate professor, Fudan University School of Nursing. Jacqueline Vaughn, PhD, RN, was a postdoctoral fellow, School of Nursing, University of North Carolina at Chapel Hill, and is currently assistant professor, University of North Carolina Wilmington, Wilmington, North Carolina. Yufen Lin, PhD, RN, was a doctoral student, Duke University School of Nursing, during the project and is currently a postdoctoral fellow, Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia. Hui Min, BSN, RN, is chief nurse, Obstetrics and Gynecology Hospital of Fudan University, Shanghai, China. Marilyn H. Oermann, PhD, RN, ANEF, FAAN, is Thelma M. Ingles Professor of Nursing, Duke University School of Nursing. Hu Yan, PhD, RN, FAAN, is professor and dean, Fudan University School of Nursing. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. Jacqueline Vaughn was supported by the US National Institutes of Health, National Institute of Nursing Research (T32NR007091). The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. For more information, contact Dr. Hu Yan at
Nurs Educ Perspect. 2022;43(3):171-174. doi: 10.1097/01.NEP.0000000000000929. Epub 2022 Feb 14.
The purpose of this project was to connect nursing students from schools of nursing in China and the United States for colearning using virtual simulations.
With technology and international partnerships, nursing programs can offer global education without students traveling to other countries.
Virtual simulations were produced by each school for the project. Students completed them in two synchronous 1.5-hour virtual sessions, one month apart. At the end of each session, students completed the Simulation Effectiveness Tool-Modified and the Nurses Clinical Reasoning Scale.
Scores on the Simulation Effectiveness Tool-Modified ranged from 75.0 percent to 100 percent on Simulation 1 (video vignettes focused on prioritization) and 88.9 percent to 100 percent on Simulation 2 (computer-based obstetrics case). Most students strongly agreed or agreed that the simulation improved their clinical reasoning skills.
Virtual simulations allowed students to learn together and develop an awareness of differences in nursing practices across countries.
本项目旨在通过虚拟模拟，将来自中美两国护理学校的护理学生联系起来进行合作学习。
随着技术和国际合作的发展，护理项目可以在学生不出国的情况下提供全球教育。
每个学校都为本项目制作了虚拟模拟。学生们在两次相隔一个月的同步 1.5 小时虚拟会议中完成了这些模拟。在每次会议结束时，学生们完成了改良版模拟效果工具和护士临床推理量表的评估。
改良版模拟效果工具的得分在模拟 1（重点为优先级排序的视频片段）中为 75.0%到 100%，在模拟 2（基于计算机的妇产科案例）中为 88.9%到 100%。大多数学生强烈同意或同意模拟提高了他们的临床推理技能。
虚拟模拟使学生能够共同学习，并了解不同国家的护理实践差异。
