Roh Young Sook, In Jang Kie, Lee Elinda Ai Lim
Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 06974, Republic of Korea.
College of Nursing, The Kyungbok University, Namyangju-si, Gyeonggi-do, Republic of Korea.
Nurse Educ Today. 2025 Jul;150:106681. doi: 10.1016/j.nedt.2025.106681. Epub 2025 Mar 13.
Virtual simulations have demonstrated positive cognitive, psychomotor, and affective learning outcomes. However, research exploring the causal relationship between these learning outcomes and the factors influencing them among nursing students remains limited.
This study aims to explore causal relationships between the learning outcomes and various factors associated with virtual simulation learning experiences, including the learning process, control and active learning, cognitive benefits, and reflective thinking among nursing students in a virtual learning environment.
A cross-sectional design was used for this study.
The study was conducted among Korean nursing students in a virtual learning environment.
A convenience sample of 208 Korean nursing students participated in the study.
Participants completed a structured, self-administered questionnaire designed to assess simulation fidelity, learning process, control and active learning, cognitive benefits, reflective thinking, and learning outcomes. Structural equation modeling was used to evaluate the hypothesized model and its fit.
Simulation fidelity was a significant predictor of the learning process (β = 0.96, p < .001), control and active learning (β = 0.94, p < .001), cognitive benefits (β = 0.97, p < .001), and reflective thinking (β = 0.94, p < .001). However, only the learning process (β = 0.48, p < .05) and reflective thinking (β = 0.29, p = .02) significantly predicted learning outcomes, while control and active learning and cognitive benefits did not.
Nurse educators should design and implement pedagogical strategies that enhance the learning outcomes of nursing students by prioritizing the learning process and reflective thinking within virtual simulation learning experiences.
虚拟模拟已显示出积极的认知、心理运动和情感学习成果。然而，探索这些学习成果与护理专业学生中影响它们的因素之间因果关系的研究仍然有限。
本研究旨在探讨虚拟学习环境中护理专业学生的学习成果与虚拟模拟学习体验相关的各种因素之间的因果关系，这些因素包括学习过程、控制与主动学习、认知益处和反思性思维。
本研究采用横断面设计。
研究在虚拟学习环境中的韩国护理专业学生中进行。
208名韩国护理专业学生的便利样本参与了本研究。
参与者完成了一份结构化的自填问卷，该问卷旨在评估模拟逼真度、学习过程、控制与主动学习、认知益处、反思性思维和学习成果。采用结构方程模型来评估假设模型及其拟合度。
模拟逼真度是学习过程（β = 0.96，p <.001）、控制与主动学习（β = 0.94，p <.001）、认知益处（β = 0.97，p <.001）和反思性思维（β = 0.94，p <.001）的显著预测因素。然而，只有学习过程（β = 0.48，p <.05）和反思性思维（β = 0.29，p =.02）能显著预测学习成果，而控制与主动学习以及认知益处则不能。
护理教育工作者应设计并实施教学策略，通过在虚拟模拟学习体验中优先考虑学习过程和反思性思维来提高护理专业学生的学习成果。
