Executive Summary
What instructional challenges does the course The Role of the BSN Nurse in Community Health face?
The course titled The Role of the BSN Nurse in Community Health struggles with effectively equipping nursing students to apply concepts of community and population health in practical settings. Conventional teaching approaches are insufficient for ensuring lasting knowledge retention, strengthening clinical reasoning skills, or boosting student confidence. Contemporary research in nursing education highlights virtual simulation as an innovative tool capable of enhancing experiential learning by immersing students in realistic clinical scenarios that mimic actual community health environments.
What were the key findings from the needs gap analysis?
A comprehensive needs gap analysis uncovered that immersive educational technologies are scarcely utilized, and there is a notable absence of alternative clinical experiences beyond traditional in-person labs or clinical settings. Engaging nursing faculty, students, and IT experts in collaborative discussions identified a pressing need for a formal virtual simulation platform designed to address these shortcomings.
What theoretical framework guides the implementation of virtual simulation?
While existing literature supports virtual simulation’s educational advantages, comparative data between virtual and traditional clinical education remain limited. To structure the implementation process, Lewin’s Change Theory was selected. This model facilitates a systematic transition by guiding the phases of unfreezing current practices, implementing change, and refreezing new behaviors, balancing motivating factors against resistance through effective communication, stakeholder involvement, and thorough training.
What is the overall consensus regarding virtual simulation?
Consensus among stakeholders favors integrating virtual simulation technology into the community health nursing curriculum. The anticipated benefits include enhanced student preparedness, improved clinical decision-making skills, and the promotion of sustainable, high-quality nursing education.
Virtual Community Health Technology Proposal
What technology is being proposed?
The proposal advocates for the adoption of virtual simulation to enhance clinical skills and experiential learning among nursing students. This simulation-based approach allows students to safely practice skills, develop self-confidence, and translate theoretical knowledge into practical application in realistic community health scenarios—without posing risks to real patients.
How does this proposal ensure effective implementation?
This initiative is grounded in evidence-based research, inclusive stakeholder involvement, and thorough evaluations of existing technologies. It employs structured tools such as needs assessments, force field analyses, and Lewin’s Change Theory to facilitate a smooth and effective rollout of the virtual simulation platform.
Literature Review
How was the literature review conducted?
A systematic search was executed through the WGU Library using keywords including “nursing education,” “community health,” “virtual learning,” and “virtual simulation.” Five peer-reviewed studies meeting stringent relevance and methodological rigor criteria were reviewed. Table 1 summarizes these studies, detailing their objectives, contexts, findings, and strength of evidence.
Evidence Summary
What does the literature say about virtual simulation in nursing education?
The literature consistently reveals that virtual simulation enhances nursing students’ knowledge base, self-confidence, and clinical reasoning abilities. It facilitates deliberate practice, reduces anxiety related to performance, and promotes clinical judgment within lifelike scenarios (Mabry et al., 2020). Compared to traditional methods, virtual simulation increases learner satisfaction, engagement, and development of stronger clinical reasoning skills (Padilha et al., 2019).
How does virtual simulation compare to traditional learning methods?
Virtual simulation outperforms traditional case-based learning by fostering higher confidence and satisfaction (Turrise et al., 2020). Its controlled environment allows for repeated practice, leading to improved learning outcomes (Diaz et al., 2021). Collectively, research supports virtual simulation as an effective supplement to traditional nursing education.
Gaps in the Literature
What research gaps remain?
Despite promising findings, few studies directly compare virtual simulation to face-to-face clinical experiences. Many existing studies have limited sample sizes, short follow-up periods, and delayed evaluation measures, which challenge the generalizability of results (Padilha et al., 2019). Additionally, comprehensive guidelines for integrating e-learning into community health nursing are not yet well established.
What areas require further investigation?
There is a need for more research focusing on long-term knowledge retention, the development of critical thinking skills, and the effectiveness of simulation as a replacement for clinical hours, particularly for RN-to-BSN students (Turrise et al., 2020).
Needs Assessment
What was evaluated in the needs assessment?
The needs assessment involved surveys of nursing faculty, students, and IT staff focusing on the structure of the course The Role of the BSN Nurse in Promoting Community Health. The results highlighted the lack of structured alternatives to traditional in-person clinical experiences.
What solution was identified?
Virtual simulation emerged as the preferred solution to challenges such as clinical site shortages, scheduling conflicts, and inconsistent educational experiences. Stakeholders uniformly supported this approach due to its adaptability and potential to elevate learning quality and student preparedness.
Need-Gap Analysis
The table below illustrates the discrepancies between the current and desired instructional technologies and outlines recommended actions to address these gaps.
| Current Curriculum Technology | Desired Curriculum Technology | Identified Need-Gap | Action Steps |
|---|---|---|---|
| In-person instruction, eBooks | Virtual simulation integration | Limited opportunities for safe clinical decision-making practice | Identify stakeholders, assess needs, define requirements, select platform, establish technical specifications |
Collaboration with Stakeholders
How was stakeholder collaboration facilitated?
Effective collaboration involved nursing faculty evaluating curriculum integration, students providing usability feedback, and IT personnel assessing technical infrastructure, costs, and system requirements. Communication methods included bi-monthly meetings, video conferences, weekly emails, and focused calls to maintain transparency and consistent progress.
Comparison of Current Technologies
| Technology | Strengths | Limitations |
|---|---|---|
| eBooks | Cost-effective, accessible | Causes screen fatigue, limited engagement, no hands-on clinical practice |
| Zoom | Enables remote learning | Lacks immersive clinical engagement, insufficient for skill development |
Virtual simulation, however, offers immersive, interactive environments that support applied learning and better knowledge retention (Padilha et al., 2019).
Current Technology Challenges
What challenges exist with traditional instruction?
Three primary challenges hinder traditional teaching methods: limited individualized feedback, inconsistent acquisition of clinical skills, and reduced student engagement. Traditional instruction often relies heavily on instructor expertise without providing sufficient opportunities for repetitive skill practice, adversely affecting student confidence and readiness for real-world clinical practice.
Overcoming Challenges Through Virtual Simulation
Virtual simulation addresses these challenges by creating engaging and interactive learning experiences that increase motivation and facilitate repeated practice. These platforms offer objective performance data, enabling personalized feedback and adaptive learning pathways (Tarng et al., 2022). Realistic, context-rich scenarios effectively cultivate clinical reasoning and decision-making skills.
Summary of Curricular Technology Assessment
The assessment underscored a significant gap in the current instructional approach. Stakeholders strongly favored virtual simulation due to its potential to reduce educational barriers, accommodate diverse learning preferences, and align with evidence-based teaching strategies.
Stakeholder Consensus
| Stakeholder Group | Position on Virtual Simulation | Noted Concerns |
|---|---|---|
| Nursing Students | Enthusiastic; find it relevant | None significant |
| Faculty | Supportive; anticipate improved outcomes | Concerns about adapting to new technology |
| IT Personnel | Agree on efficiency potential | Budget and vendor consolidation concerns |
| Administration | Approved; aligns with institutional goals | None noted |
Force Field Analysis
| Driving Forces | Restraining Forces |
|---|---|
| Improved student learning outcomes | Faculty resistance to technology |
| Enhanced clinical decision-making | Budget limitations |
| Increased student engagement | Training time requirements |
| Reduced reliance on clinical sites | Limited interpersonal interactions |
Change Theory Application
Lewin’s Change Theory guides the integration of virtual simulation through three phases:
Unfreezing: Preparing stakeholders by communicating the need for change and presenting supporting evidence.
Change: Executing training programs, pilot testing, and establishing support systems.
Refreezing: Solidifying the change through policy updates, continuous evaluation, and stakeholder recognition.
This structured approach balances resistance and motivation to ensure sustainable adoption (Cherry & Jacob, 2014).
Conclusion
What is the purpose and expected impact of virtual simulation integration?
The primary goal is to enhance nursing students’ knowledge, critical thinking, and experiential learning in community health settings. Expected outcomes include improved clinical readiness and higher quality patient care.
How does virtual simulation fill existing curricular gaps?
Virtual simulation offers a controlled and safe environment where students can practice skills, make clinical decisions, and receive feedback, all of which strengthen competency development and practical learning.
Why is this implementation significant?
With increasing challenges in securing clinical placements and the rising demand for community health nurses, virtual simulation stands out as a scalable, evidence-based solution that supports workforce readiness and patient safety.
References
Booth, R. G., Scerbo, C. K., Sinclair, B., Hancock, M., Reid, D., & Denomy, E. (2017). Exploring learning content and knowledge transfer in baccalaureate nursing students using a hybrid mental health practice experience. Nurse Education Today, 51. https://www.sciencedirect.com/science/article/pii/S0260691717300163
Cherry, B., & Jacob, S. (2014). Contemporary nursing: Issues, trends, and management (6th ed.). Mosby Elsevier.
Diaz, D. A., Anderson, M., Hill, P. P., Quelly, S. B., Clark, K., & Lynn, M. (2021). Comparison of clinical options: High-fidelity manikin-based and virtual simulation. Nurse Educator, 46, 149–153. https://doi.org/10.1097/NNE.0000000000000906
Mabry, J., Lee, E., Roberts, T., & Garrett, R. (2020). Virtual simulation to increase self-efficacy through deliberate practice. Nurse Educator, 45(4), 202–205. https://doi.org/10.1097/NNE.0000000000000758
Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: A randomized controlled trial. Journal of Medical Internet Research, 21(3). https://doi.org/10.2196/11529
Tarng, W., Pan, I.-C., & Ou, K.-L. (2022). Effectiveness of virtual reality on attention training. Systems, 10(104). https://doi.org/10.3390/systems10040104
Turrise, S. L., Thompson, E., & Hepler, M. (2020). Virtual simulation: Comparing critical thinking and satisfaction in RN-BSN students. Clinical Simulation in Nursing, 46, 57–61. https://doi.org/10.1016/j.ecns.2020.03.004