Creating Inclusive Learning Environments for Chinese and American Pediatric Nursing Students.

During the COVID-19 pandemic, students from two schools of nursing, in China and the United States respectively, engaged in a transcultural simulation activity to explore how a global healthcare crisis has been managed within their different cultures. This article describes the development and implementation of the project and evaluates student perspectives on the simulation...s influence on increasing awareness of diversity, equity, and inclusion. Data for this project were collected through student verbal and written reflections and faculty comments. Results: Students reported the virtual simulation positively impacted their learning and enjoyed the opportunity to navigate through a virtual scenario collaboratively while discussing cultural similarities and differences. Faculty noted the simulation was valuable and described challenges faced during the development. Conclusions: Students and faculty found the simulation was a meaningful learning experience. Findings suggests that the transcultural simulation improved student knowledge of cultural competence and understanding of diversity, equity, and inclusion constructs.

Creating Inclusive Learning Environments for Chinese and American Pediatric Nursing Students

During the COVID-19 pandemic, students from two schools of nursing, in China and the United States respectively, engaged in a transcultural simulation activity to explore how a global healthcare crisis has been managed within their different cultures. This article describes the development and implementation of the project and evaluates student perspectives on the simulation’s influence on increasing awareness of diversity, equity, and inclusion. Data for this project were collected through student verbal and written reflections and faculty comments. Results Students reported the virtual simulation positively impacted their learning and enjoyed the opportunity to navigate through a virtual scenario collaboratively while discussing cultural similarities and differences. Faculty noted the simulation was valuable and described challenges faced during the development. Conclusions Students and faculty found the simulation was a meaningful learning experience. Findings suggests that the transcultural simulation improved student knowledge of cultural competence and understanding of diversity, equity, and inclusion constructs.

Skills, community, and rapport: Prelicensure nursing students in the virtual learning environment.

INTRODUCTION: The coronavirus-19 (COVID-19) pandemic forced changes in program delivery across nursing education. This article describes the innovative virtual lab sessions designed and implemented for Foundations and Pediatrics courses in an Accelerated Baccalaureate Science in Nursing program. The objectives of this quality improvement project were to (1) ascertain student perceptions of learning in virtual lab environment (2) identify benefits and barriers to planning and implementing virtual learning experiences, and (3) explore student attitudes and perceptions regarding group dynamics and the sense of community provided by virtual lab sessions. METHODS: A cross-sectional approach was employed with two cohorts (Cohort 1, n = 71; Cohort 2, n = 86). Students completed a survey and responded to open-ended questions regarding their virtual clinical lab experiences. RESULTS: The four themes of small group dynamics, resource availability, hands-on activities, and sense of community emerged as the characteristics students liked most about virtual lab sessions with 95% of students reporting the virtual lab sessions were engaging. Overall student survey responses were favorable to the virtual labs. DISCUSSION: This project demonstrates that nursing educators were able to design and implement innovative teaching and learning strategies in a virtual environment to promote knowledge, skills, and attitudes while nurturing a sense of community.

Embracing Disruption: Measuring Effectiveness of Virtual Simulations in Advanced Practice Nurse Curriculum.

Changes in academia have occurred quickly in response to the COVID-19 pandemic. In-person simulation-based education has been adapted into a virtual format to meet course learning objectives. The methods and procedures leveraged to onboard faculty, staff, and graduate nurse practitioner students to virtual simulation-based education while ensuring simulation best practice standards and obtaining evaluation data using the Simulation Effectiveness Tool-Modified (SET-M) tool are described in this article.