Doherty Christi, Ojeda Maria M, Kallmeyer Carolyn, Banke Patricia
Kaplan North America, 1515 West Cypress Creek RD, Fort Lauderdale, FL 33309, USA.
College of Health & Human Services, Northern Kentucky University, Highland Heights, KY 41099, USA.
Nurse Educ Pract. 2025 Jul;86:104406. doi: 10.1016/j.nepr.2025.104406. Epub 2025 May 14.
This study explored the link between student characteristics, engagement and self-reported learning in graduate nursing students using a case-based virtual simulation.
Engagement is crucial for academic success and virtual simulation improves clinical learning. Research on engagement and learning outcomes in case-based virtual simulation for graduate nursing students is limited.
Secondary analysis of existing data.
This study focused on graduate nursing students in the U.S. who were assigned case-based virtual simulation to enhance clinical learning. Age, ethnicity and gender were collected; the Online Student Engagement Scale measured engagement. Self-reported learning was assessed via an additional question.
A total of 1331 students responded. Most were aged 25-40, White non-Hispanic and female. Enhanced learning was associated with older age and Black ethnicity (p < 0.001). OSE total and participation subscale scores were higher among those who reported enhanced learning (p < 0.001). The skills (p = 0.006) and participation (p < 0.001) engagement subscales predicted enhanced learning. Increased study skills decreased the odds of enhanced learning by 6.2 %, while increased participation increased the odds by 9.2 %.
Age, ethnicity, study skills and participation are key factors in perceived learning gains with virtual simulation among graduate nursing students. Faculty should periodically assess their students' study habits to encourage participation in virtual simulation activities if they wish to target those who may benefit the most. Future research with diverse student populations should contribute to optimizing the effectiveness of virtual simulation in the training of advanced clinicians.
本研究利用基于案例的虚拟模拟，探讨了护理学研究生的学生特征、参与度与自我报告的学习之间的联系。
参与度对学业成功至关重要，虚拟模拟可改善临床学习。针对护理学研究生基于案例的虚拟模拟中的参与度和学习成果的研究有限。
对现有数据进行二次分析。
本研究聚焦于美国那些被安排进行基于案例的虚拟模拟以加强临床学习的护理学研究生。收集了年龄、种族和性别信息；使用在线学生参与度量表测量参与度。通过一个附加问题评估自我报告的学习情况。
共有1331名学生做出回应。大多数学生年龄在25至40岁之间，为非西班牙裔白人女性。学习增强与年龄较大和黑人种族相关（p<0.001）。在报告学习增强的学生中，OSE总分及参与性子量表得分更高（p<0.001）。技能（p=0.006）和参与度（p<0.001）参与性子量表可预测学习增强。学习技能提高会使学习增强的几率降低6.2%，而参与度提高会使几率增加9.2%。
年龄、种族、学习技能和参与度是护理学研究生通过虚拟模拟获得感知学习收获的关键因素。如果教师希望针对可能受益最大的学生，应定期评估学生的学习习惯，以鼓励他们参与虚拟模拟活动。未来针对不同学生群体的研究应有助于优化虚拟模拟在高级临床医生培训中的有效性。
