Enhancing Clinical Reasoning Competency (Reasoning)

Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education Based on the Rasch Model

Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education based on the Rasch model

Aims: Clinical reasoning is a core nursing competency that involves analyzing patient-related data and providing appropriate nursing practices. Simulation-based education is effective in improving the clinical reasoning competencies and communication skills of nursing students. This study aimed to verify the effectiveness of virtual simulation-based education.

Study Overview

• Status: Completed
• Conditions: Communication; Clinical Reasoning; Development, Human
• Intervention / Treatment: Other: virtual simulation-based education program

Detailed Description

Methods: This study used a single-group pre- and post-test experimental design to verify the effectiveness of virtual simulation-based education. Data were collected from June to September 2020. Thirty-six nursing students in the 3rd and 4th grades who understood the purpose of this study were selected as participants. The collected data were analyzed using SPSS Statistics 25.0 and Winsteps 3.68.2.

Keywords: Clinical Reasoning, Competency, Communication, Nursing, Virtual Simulation

• Study Type: Interventional
• Enrollment (Actual): 37
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Korea, Republic of
  • Busan, Korea, Republic of, 48520
    • Tongmyong Unoversity

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• The participants were third- and fourth-year undergraduate nursing students who understood the purpose of the study and voluntarily agreed to participate

Exclusion Criteria:

• A person who has difficulty communicating or has no willingness to participate

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Other
• Allocation: N/A
• Interventional Model: Single Group Assignment
• Masking: None (Open Label)

Number of Arms

1

Arms and Interventions

Participant Group / Arm

Intervention / Treatment

Experimental: Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students; Enhancing Clinical Reasoning Competency for Undergraduate Nursing Students Using Virtual Simulation-based Education based on the Rasch model

Other: virtual simulation-based education program; We used "vSim® for Nursing - Nursing Medical-Surgical" as the virtual simulation-based education program. Four modules were included: (a) acute myocardial infarction, (b) diabetes mellitus, (c) transfusion, and (4) asthma. Each module learning sessions was conducted based on scenarios, which consisted of five steps: Suggested reading, Pre-simulation quiz, vSim, Post-simulation quiz, and Guide reflection questions. For each module, the intervention was performed for two hours. The participants attended four module learning sessions and received eight hours of training. Debriefing using guided reflection questions were completed in the form of a team reflection, followed by an instructor-learner discussion and feedback for 20 minutes of each module.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Nurses Clinical Reasoning Scale	The Nurses Clinical Reasoning Scale (NCRS) includes 15 items rated on a five-point Likert scale (1=Strongly disagree, 5=Strongly agree, min:15 & max:75) (Liou et al., 2016). We used the Korean version of the NCRS in this study (Joung & Han, 2017). Higher scores indicated better clinical reasoning. Cronbach's α was 0.94 for the original NCRS, and 0.93 for the Korean version of the NCRS.	4month
Communication Skills Scale	The Global Interpersonal Communication Competence Scale (GICC-15) includes 15 items rated on a five-point Likert scale (1= strongly disagree to 5= strongly agree. min:15 & max:75) (Rubin & Martin, 1994). We used the Korean version of the GICC-15 (Hur, 2003). Cronbach's α in Hur's (2003) study was 0.72.	4month

Collaborators and Investigators

• Sponsor: Tongmyong University
• Investigators: Principal Investigator: Sung Hae Kim, PhD, Tongmyong University

Study record dates

Study Major Dates

• Study Start (Actual): May 1, 2020
• Primary Completion (Actual): June 1, 2020
• Study Completion (Actual): March 1, 2023

Study Registration Dates

• First Submitted: April 11, 2024
• First Submitted That Met QC Criteria: April 15, 2024
• First Posted (Actual): April 18, 2024

Study Record Updates

• Last Update Posted (Actual): April 18, 2024
• Last Update Submitted That Met QC Criteria: April 15, 2024
• Last Verified: April 1, 2024

More Information

Terms related to this study

• Other Study ID Numbers: 202005-HR-003

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No