Facilitators’ experiences with virtual simulation and their impact on learning
Abstract Background Increasingly, virtual simulations are being integrated into higher education. A successful experience goes far beyond simply offering learners access to a virtual simulation; it requires a facilitator who understands the learners’ needs and course objectives, choses the right vir...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-12-01
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| Series: | Advances in Simulation |
| Online Access: | https://doi.org/10.1186/s41077-024-00323-1 |
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| _version_ | 1841559839617056768 |
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| author | Margaret Verkuyl Efrem Violato Theresa Southam Mélanie Lavoie-Tremblay Sandra Goldsworthy Diane MacEachern Lynda Atack |
| author_facet | Margaret Verkuyl Efrem Violato Theresa Southam Mélanie Lavoie-Tremblay Sandra Goldsworthy Diane MacEachern Lynda Atack |
| author_sort | Margaret Verkuyl |
| collection | DOAJ |
| description | Abstract Background Increasingly, virtual simulations are being integrated into higher education. A successful experience goes far beyond simply offering learners access to a virtual simulation; it requires a facilitator who understands the learners’ needs and course objectives, choses the right virtual simulation for the learner, creates a welcoming space that promotes learning, and evaluates the experience. Methods Facilitators from three different healthcare programs and six educational institutions and students from two different healthcare programs were included in this exploratory qualitative research study. Interviews and focus groups and thematic analysis were conducted to understand the role of the facilitator when using virtual simulations and their impact on student learning. Results The facilitator themes were supported by the student focus groups. The first theme, the facilitator experience, included sub-themes of simulation pedagogy and debriefing with a practice partner. The second theme was virtual simulation: impact on learning and included sub-themes on student outcomes, technology and design, and repetitive play. Conclusion Effective facilitation skills are integral to quality virtual simulation experiences. Trained facilitators help students achieve virtual simulation learning outcomes and prepare for clinical practice. |
| format | Article |
| id | doaj-art-bae031b9477d42acaa868d17ba23ff33 |
| institution | Kabale University |
| issn | 2059-0628 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | Advances in Simulation |
| spelling | doaj-art-bae031b9477d42acaa868d17ba23ff332025-01-05T12:11:55ZengBMCAdvances in Simulation2059-06282024-12-019111110.1186/s41077-024-00323-1Facilitators’ experiences with virtual simulation and their impact on learningMargaret Verkuyl0Efrem Violato1Theresa Southam2Mélanie Lavoie-Tremblay3Sandra Goldsworthy4Diane MacEachern5Lynda Atack6School of Community and Health Studies, Centennial CollegeNorthern Alberta Institute of TechnologyTeaching and Learning Centre, Selkirk CollegeFaculty of Nursing, Centre de Recherche de l’Institut Universitaire en Santé Mentale de Montréal, University of MontrealSchool of Nursing and Midwifery, Mount Royal UniversitySchool of Community and Health Studies, Centennial CollegeSchool of Community and Health Studies, Centennial CollegeAbstract Background Increasingly, virtual simulations are being integrated into higher education. A successful experience goes far beyond simply offering learners access to a virtual simulation; it requires a facilitator who understands the learners’ needs and course objectives, choses the right virtual simulation for the learner, creates a welcoming space that promotes learning, and evaluates the experience. Methods Facilitators from three different healthcare programs and six educational institutions and students from two different healthcare programs were included in this exploratory qualitative research study. Interviews and focus groups and thematic analysis were conducted to understand the role of the facilitator when using virtual simulations and their impact on student learning. Results The facilitator themes were supported by the student focus groups. The first theme, the facilitator experience, included sub-themes of simulation pedagogy and debriefing with a practice partner. The second theme was virtual simulation: impact on learning and included sub-themes on student outcomes, technology and design, and repetitive play. Conclusion Effective facilitation skills are integral to quality virtual simulation experiences. Trained facilitators help students achieve virtual simulation learning outcomes and prepare for clinical practice.https://doi.org/10.1186/s41077-024-00323-1 |
| spellingShingle | Margaret Verkuyl Efrem Violato Theresa Southam Mélanie Lavoie-Tremblay Sandra Goldsworthy Diane MacEachern Lynda Atack Facilitators’ experiences with virtual simulation and their impact on learning Advances in Simulation |
| title | Facilitators’ experiences with virtual simulation and their impact on learning |
| title_full | Facilitators’ experiences with virtual simulation and their impact on learning |
| title_fullStr | Facilitators’ experiences with virtual simulation and their impact on learning |
| title_full_unstemmed | Facilitators’ experiences with virtual simulation and their impact on learning |
| title_short | Facilitators’ experiences with virtual simulation and their impact on learning |
| title_sort | facilitators experiences with virtual simulation and their impact on learning |
| url | https://doi.org/10.1186/s41077-024-00323-1 |
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