Users can create their own avatars and design spaces and tasks that the avatars can use. Second Life(Linden Lab, San Francisco, CA) and CliniSpace (Innovation in learning, Toronto, Ontario) using Unity are the multi-user virtual simulation platforms widely used as educational tools. It is more flexible and open to access so that objects in the virtual environment can be recycled and the environment comprising the generated objects is familiar, which makes the learner feel comfortable, and the hardware construction cost is effectively lower in general. The virtual environment with multi-user participation is also beneficial as an educational platform since it enables instant reactions and feedback. These interactions can stimulate learning participation through similar means as the traditional face-to-face cooperative encounters. Interaction using the avatars in virtual simulation could derive high presence of participants. In the virtual space where learners act through avatars instead of themselves, remote synchronized cooperative interaction between avatars becomes possible. The learner interacts directly with the target, which can lead to high commitment and participation, as well as immersive learning. Unlike the conventional two-dimensional text or image-based abstract e-learning lesson as a learning environment, current virtual simulation comprises various advanced technologies including colorful images through 3D graphics, color and sound processing technology, and-as the most innovative aspect-various interactive opportunities. Virtual simulation has been considered as an effective strategy to enhance metacognition as well as a rich learning environment by means of a realistic and reflective experience. Virtual simulation has been used as an umbrella term to describe virtual modalities but in a recent systematic review, it is defined as partially immersive, screen-based experiences whereas virtual reality or virtual reality simulation represent technology that offers a fully immersive experience with the use of a headset. In order to apply virtual simulation properly to improve metacognitive ability, the development of effective pedagogies is required. In addition, virtual simulation can act as one of alternative strategies in situations where learners’ access to clinical practice was restricted such as the current Pandemic. However, recently demand for virtual simulation has been increased due to space and time constraints, inadequate human resources, and environmental constraints for realistic learning experiences. To overcome these problems, various teaching and learning strategies such as simulation have been developed and operationalized. ![]() Considering that nursing education is mostly focused on systematic problem-solving using metacognitive abilities, present educational techniques (e.g., classroom lectures and practicum experience in clinical spaces) where observation is the major learning method for nursing students are increasingly restricted in terms of enhancing their metacognition. Metacognitive abilities were defined as learning management ability to understand and manipulate one’s cognitive activities. To meet these demands, nursing education has continuously pursued changes in the academic environment by developing and applying innovative teaching methods. The current healthcare system demands for professionals with metacognitive ability and creative talents. ConclusionsĬonsidering that nursing education is encountering new demands and challenges from students and the changing society, the newly suggested curriculum for virtual nursing simulation can help nurse educators to plan better educational opportunities for students. ![]() Scenarios of nine representative topics were created, translated into 3D modeling and pilot-evaluated. In addition, seven subdomains of content areas and 35 representative topics in the virtual simulation curriculum were derived. The curriculum developed for virtual simulation in nursing education contained three domains of content areas: (1) enhancing clinical decision-making, (2) experiencing low-exposed situations, and (3) building professional resilience. 35 nursing students participated in the evaluation of the developed virtual simulation curriculum. The curriculum content and structure was developed by analyzing literature including previous studies and major nursing classification systems, and key words derived from focus group interviews of 14 nurses and 20 faculty members with expertise in simulation education. MethodsĬurriculum development process and pilot evaluation was used. To introduce virtual simulation as a strategy of nursing education and provide valid educational content, the best curriculum model of virtual simulation needs to be developed.
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