Executive Summary
What instructional strategies effectively support nursing education?
Nursing education benefits significantly from the use of diverse instructional strategies that enhance clinical skills, critical thinking, and professional confidence. Instead of depending on a single teaching method, employing a combination of approaches maximizes student learning outcomes. One particularly effective strategy is the use of online simulation laboratories, which have gained prominence in recent years. These platforms allow nursing students to engage in clinical scenarios that simulate real-life healthcare environments. This enables students to practice clinical skills and make decisions in a safe space where errors become valuable learning opportunities rather than risks to patient safety.
What challenges do nursing students encounter in traditional clinical training?
Although traditional face-to-face simulations and clinical rotations provide essential hands-on experience, nursing students often face obstacles such as work responsibilities, childcare duties, illness, geographic distance, and limited availability of clinical sites. To address these challenges, remote online simulation labs have been developed. These flexible tools can be customized to fit institutional requirements and ensure all students receive consistent educational experiences regardless of their location or personal circumstances.
What is the focus of this study?
This paper investigates the incorporation of remote online simulation into the nursing curriculum, focusing specifically on the course “The Role of the BSN Nurse in Promoting Community Health.” It examines the impact of remote simulation technology on student engagement, satisfaction, and assessment outcomes by analyzing five peer-reviewed studies. The study also includes a literature review, a curriculum technology needs-gap analysis, and a force field analysis. Lewin’s Change Theory is applied to guide the implementation process, emphasizing the involvement of key stakeholders such as nursing students, faculty members, and program leaders.
Remote Simulation Labs Literature Review
What does current research indicate about remote online simulation in nursing education?
The literature strongly supports the integration of remote online simulation labs in nursing education. Below is a summary of five studies highlighting virtual simulation’s effectiveness across cognitive, psychomotor, and affective learning domains.
| Study | Focus Area | Key Findings | Strengths | Limitations |
|---|---|---|---|---|
| Tolarba (2021) | Cognitive & psychomotor | Enhances reasoning, skills, and confidence | Large sample, systematic review | Varied simulation types |
| Reginald (2023) | Self-regulated learning | Flexibility fosters autonomy and retention | Real-world application | Limited nursing-specific focus |
| Medel et al. (2024) | Theoretical and practical skills | Improves knowledge, reduces anxiety | Comparison with traditional methods | Early-stage implementation |
| May et al. (2023) | Usability challenges | Highlights faculty readiness needs | Identifies barriers | Focuses more on challenges than benefits |
| Garrison et al. (2023) | Emotional impact | Some students experience isolation | Addresses psychosocial factors | Suggests hybrid learning approach |
How do these studies justify the use of virtual simulation?
Collectively, the research indicates that virtual simulation serves as an effective supplement to traditional clinical education. It promotes skill development, engagement, and flexibility for diverse learners. However, these virtual environments are not a full substitute for hands-on experience but rather an essential adjunct that accommodates varied student needs.
Research Findings Supporting the Proposal
What documented advantages do remote simulation labs offer?
Cognitive and Practical Benefits: Tolarba (2021) demonstrated significant improvements in nursing students’ reasoning, practical skills, and confidence levels due to virtual simulations. These advances translate into better clinical decision-making.
Learner Autonomy: According to Reginald (2023), remote simulation labs enhance learner autonomy by allowing students to access educational content anytime and anywhere, promoting deeper engagement and self-directed learning.
Knowledge and Anxiety Reduction: Medel et al. (2024) reported that students involved in virtual simulations showed superior theoretical knowledge, improved practical skills, reduced anxiety, and greater satisfaction.
What challenges need to be addressed for successful implementation?
May et al. (2023) identified technological and pedagogical barriers, emphasizing the importance of faculty preparedness and thoughtful design of virtual simulations. Garrison et al. (2023) noted that students might feel isolated in remote settings, suggesting the need for virtual labs to complement rather than replace in-person clinical training.
What research gaps still exist?
Further studies are necessary to:
Compare the effectiveness of exclusive virtual simulation versus traditional clinical practice.
Focus specifically on nursing students rather than broader STEM populations to improve relevance.
Evaluate different simulation modalities, such as desktop-based versus immersive virtual reality, to optimize resource allocation.
Address student resistance and digital fatigue by exploring hybrid models and providing targeted support.
Needs Assessment
Why are remote simulation labs necessary in nursing education?
Nursing education faces several persistent challenges, including limited clinical placement availability, conflicting schedules, and inconsistent practical experiences. Remote online simulation labs help overcome these barriers by offering continuous, standardized, and controlled learning environments. These labs enable students to practice skills repeatedly, receive immediate feedback, and build clinical confidence without jeopardizing patient safety.
Curriculum Technology Needs-Gap Analysis
| Current Curriculum Technology | Desired Curriculum Technology | Identified Need-Gap | Recommended Action Steps |
|---|---|---|---|
| In-person clinical and simulation labs only | Remote online simulation laboratories | Restricted access due to time, location, and personal commitments | Develop and pilot remote labs; train faculty; integrate into curriculum |
Collaboration with Stakeholders
Who are the key contributors to successful implementation?
The success of remote simulation labs depends on active participation from nursing students, faculty, and program leadership. Students provide essential feedback on usability and learning effectiveness, faculty align simulations with curricular goals and assessments, and leadership ensures the necessary resources and oversees implementation progress.
How will collaboration be facilitated?
Communication will be maintained through multiple channels, including emails, face-to-face meetings, and virtual platforms like Zoom. These avenues encourage transparency, shared decision-making, and ongoing evaluation.
Current Technology Challenges and Solutions
What limitations exist in current simulation technologies?
Traditional high-fidelity mannequins, though effective, are costly, require significant physical space, and have limited availability. Recorded lectures support flexible learning but lack real-time interaction and clarification opportunities.
How do remote simulation labs address these limitations?
Remote simulation labs eliminate scheduling conflicts, broaden the variety of clinical scenarios, and allow students to practice repeatedly. They also offer exposure to diverse patient populations, including pediatric and community health cases that emphasize social determinants of health. This exposure enhances students’ cultural competence and holistic assessment skills.
Summary of Curricular Technology Needs Assessment
The introduction of remote simulation labs offers equitable access to clinical experiences, improves student confidence, and accommodates different learning needs. Immediate feedback and unlimited practice opportunities promote mastery and readiness for patient care.
Stakeholder Consensus
Through structured engagement, stakeholders agreed that remote simulation provides substantial benefits when integrated alongside traditional clinical methods. This balanced approach combines technological advantages with essential hands-on experience.
Force Field Analysis
| Forces Supporting Integration | Forces Resisting Integration |
|---|---|
| Flexible, student-centered learning | Limited student access to technology |
| Enhanced cultural competence | Financial constraints |
| Increased opportunities for practice | Reduced opportunities for physical skill development |
Application of Lewin’s Change Theory
Why is Lewin’s Change Theory suitable for this implementation?
Lewin’s Change Theory offers a clear, three-phase model—unfreezing, changing, and refreezing—that facilitates readiness, structured transition, and sustainable change in curricular practices. The theory’s emphasis on human factors and communication aligns well with the complexities of healthcare education (Barrow, Annamaraju, & Toney-Butler, 2022; El-Shafy et al., 2019).
What potential resistance may arise?
Resistance may stem from financial concerns, increased faculty workload, and reluctance to change established practices. These challenges can be mitigated through transparent communication, phased implementation, and strong institutional support.
How will the phases of Lewin’s Change Theory be applied?
Unfreezing: Conduct a thorough needs assessment and engage stakeholders to prepare for change.
Changing: Roll out pilot programs, provide comprehensive faculty training, and incorporate ongoing feedback.
Refreezing: Establish remote simulation labs as a standard component of the curriculum with continuous evaluation and refinement.
Conclusion
Integrating remote online simulation laboratories into the nursing course “The Role of the BSN Nurse in Promoting Community Health” represents a significant advancement in nursing education. This strategy supports flexible, inclusive, and experiential learning while enhancing clinical judgment, cultural competence, and student confidence. By addressing existing gaps and catering to diverse learner needs, remote simulation labs contribute to safer patient care and prepare a competent nursing workforce, with promising implications for the broader healthcare education system.
References
Barrow, J. M., Annamaraju, P., & Toney-Butler, T. J. (2022). Change management. StatPearls.
El-Shafy, I. A., Zapke, J., Sargeant, D., Prince, J. M., & Christopherson, N. A. M. (2019). Decreased pediatric trauma length of stay with implementation of Lewin’s change model. Journal of Trauma Nursing, 26(2), 84–88.
Garrison, C. M., Hockenberry, K., & Lacue, S. (2023). Adapting simulation education during a pandemic. Nursing Clinics of North America, 58(1), 1–10.
May, D., Jahnke, I., & Moore, S. (2023). Online laboratories and virtual experimentation in higher education. Journal of Computing in Higher Education, 35(2), 203–222.
Medel, D., et al. (2024). Analysis of knowledge and satisfaction in virtual clinical simulation among nursing students. Nursing Reports, 14(2), 1067–1078.
Reginald, G. (2023). Teaching and learning using virtual labs. Cogent Education, 10(1), 1–14.
Tolarba, J. E. L. (2021). Virtual simulation in nursing education: A systematic review. International Journal of Nursing Education, 13(3), 48–54.