Finding the right balance: student perceptions of using virtual simulation as a community placement

Victoria Wik; Samuel Barfield; Morgan Cornwall; Rachel Lajoie

doi:10.1515/ijnes-2021-0135

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Finding the right balance: student perceptions of using virtual simulation as a community placement

Victoria Wik , Samuel Barfield , Morgan Cornwall und Rachel Lajoie

Veröffentlicht/Copyright: 14. September 2022

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Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 19 Heft 1

Abstract

Objectives

Finding appropriate community clinical placements has been challenging in recent years, most especially during the COVID-19 pandemic. During the 2020-2021 semesters, a university in the province of Alberta, Canada chose to use the community health virtual simulation program, Sentinel City®3.1, to provide clinical placements for three groups of undergraduate students. This expository paper, co-authored by students and faculty, sought to further explore how virtual simulation can be used to best support student learning by identifying practices that students find most helpful.

Method

Jeffries’ (2005) simulation framework was used to guide a quality improvement analysis which explored feedback received from 16 students regarding the use of Sentinel City®3.1 as a clinical placement, with additional contributions from the student co-authors.

Results

Students felt Sentinel City®3.1 was an effective tool to learn community and population health concepts, however, all students indicated that they would have preferred more opportunities to work with real communities.

Conclusion

Virtual simulation programs like Sentinel City®3.1 might be best as a learning supplement rather than as students’ sole clinical placement experience.

Keywords: clinical placement; community health; student learning; virtual simulation

Corresponding author: Victoria Wik, MSc, RN, Olds, AB, Canada, E-mail: wik.victoria@outlook.com

Acknowledgments

We would like to acknowledge all of the members of the clinical practice group for contributing their feedback and making this paper possible. In addition, we would like to acknowledge Christine Lange at the University of Calgary for her invaluable editing assistance.

Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: All students who provided feedback did so willingly for the purpose of quality improvement.
Ethical approval: Not applicable.

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Received: 2021-10-15

Accepted: 2022-07-12

Published Online: 2022-09-14

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Artikel in diesem Heft

https://doi.org/10.1515/ijnes-2021-0135

Schlagwörter für diesen Artikel

clinical placement; community health; student learning; virtual simulation