Supporting Canadian Nursing Students to Write the NCLEX-RN Exam: A Three-Phased Mixed Methods Descriptive Design.

BACKGROUND: In 2015, the College of Nurses of Ontario, replaced the Canadian Registered Nurse Examination with the NCLEX-RN exam as entry-to-practice. Faculty in a college-university partnership searched for products to provide nursing students with focused practice in writing exams modelled on the Canadian NCLEX-RN test plan. PURPOSE: The aim of this three-phased evaluation study was to test and validate NCLEX-RN exam preparation materials newly developed for the Canadian context. METHODS: A mixed methods descriptive design was used to capture subjective perspectives and objective measures. After ethical approval was obtained, 13 students assessed the e-learning platform's usability. Eight faculty/clinical experts assessed the content validity of materials using a content validity index (CVI) at both item (I-CVI), and scale (S-CVI) levels. Lastly, 72 completed tests served as the basis for assessing psychometric properties of selected test items. RESULTS: Materials were assessed as useful and easy to use and navigate. I-CVIs ranged between 0.5 to 1.0 with none falling below 0.5 while S-CVIs were above the standard for acceptability of greater than 0.8 with none falling below 0.9. Overall test reliability measured by the Kuder-Richardson formula was 0.73. Many items assessed for difficulty (64%) showed a proportion of correct responses within desired ranges, and most point-biserial indices ranged from fair to very good. CONCLUSION: Strong evidence supported the usability and content validity of the materials assessed. Item difficulty and discrimination analyses were within acceptable ranges. Suggestions for improvements were offered. Predictive analysis should form the basis of future research in this area.

The impact of small-group virtual patient simulator training on perceptions of individual learning process and curricular integration: a multicentre cohort study of nursing and medical students.

BACKGROUND: The COVID-19 pandemic has precipitated rapid changes in medical education to protect students and patients from the risk of infection. Virtual Patient Simulators (VPS) provide a simulated clinical environment in which students can interview and examine a patient, order tests and exams, prioritize interventions, and observe response to therapy, all with minimal risk to themselves and their patients. Like high-fidelity simulators (HFS), VPS are a tool to improve curricular integration. Unlike HFS, VPS require limited infrastructure investment and can be used in low-resource settings. Few studies have examined the impact of VPS training on clinical education. This international, multicenter cohort study was designed to assess the impact of small-group VPS training on individual learning process and curricular integration from the perspective of nursing and medical students. METHODS: We conducted a multi-centre, international cohort study of nursing and medical students. Baseline perceptions of individual learning process and curricular integration were assessed using a 27-item pre-session questionnaire. Students subsequently participated in small-group VPS training sessions lead by a clinical tutor and then completed a 32-item post-session questionnaire, including 25 paired items. Pre- and post-session responses were compared to determine the impact of the small-group VPS experience. RESULTS: Participants included 617 nursing and medical students from 11 institutions in 8 countries. At baseline, nursing students reported greater curricular integration and more clinical and simulation experience than did medical students. After exposure to small-group VPS training, participants reported significant improvements in 5/6 items relating to individual learning process and 7/7 items relating to curricular integration. The impact of the VPS experience was similar amongst nursing and medical students. CONCLUSIONS: In this multi-centre study, perceptions of individual learning process and curricular integration improved after exposure to small-group VPS training. Nursing and medical students showed similar impact. Small-group VPS training is an accessible, low-risk educational strategy that can improve student perceptions of individual learning process and curricular integration.

Using Virtual Interactive Digital Simulator to Enhance Simulation Experiences for Undergraduate Nursing Students.

It is increasingly difficult to find quality clinical placements that allow nursing students to work with high acuity patients. To address this need, simulation is recommended; however, human patient simulation is costly from a human and resource perspective. In a search for alternatives, we offered a simulation experience using a virtual interactive digital simulator and evaluated student outcomes. This emerging technology, although not intended to replace human patient simulation, shows promise in enabling easier, more self-directed access to simulation for students.

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

BACKGROUND: The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. METHOD: Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. RESULTS: Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. CONCLUSION: Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.].