ScholarWorks@중앙대학교

초록

Background:Virtual simulations have demonstrated positive cognitive, psychomotor, and affective learning outcomes. However, research exploring the causal relationship between these learning outcomes and the factors influencing them among nursing students remains limited.Aim:This study aims to explore causal relationships between the learning outcomes and various factors associated with virtual simulation learning experiences, including the learning process, control and active learning, cognitive benefits, and reflective thinking among nursing students in a virtual learning environment.Design:A cross-sectional design was used for this study.Settings:The study was conducted among Korean nursing students in a virtual learning environment.Participants:A convenience sample of 208 Korean nursing students participated in the study.Methods:Participants completed a structured, self-administered questionnaire designed to assess simulation fidelity, learning process, control and active learning, cognitive benefits, reflective thinking, and learning outcomes. Structural equation modeling was used to evaluate the hypothesized model and its fit.Results:Simulation fidelity was a significant predictor of the learning process (β = 0.96, p < .001), control and active learning (β = 0.94, p < .001), cognitive benefits (β = 0.97, p < .001), and reflective thinking (β = 0.94, p < .001). However, only the learning process (β = 0.48, p < .05) and reflective thinking (β = 0.29, p = .02) significantly predicted learning outcomes, while control and active learning and cognitive benefits did not.Conclusions:Nurse educators should design and implement pedagogical strategies that enhance the learning outcomes of nursing students by prioritizing the learning process and reflective thinking within virtual simulation learning experiences.

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