Nursing Education and Virtual Learning What is Virtual Learning
Virtual learning (VL) refers to an online educational approach that allows students to access, communicate, share, and acquire knowledge with their instructors and peers through the use of digital platforms. Leveraging various software applications and computer systems available over the internet, virtual learning can take place irrespective of geographical locations or time zones. A Virtual Learning Environment (VLE) supports multiple activities facilitated by information and communication technologies (ICT), such as real-time video or web conferencing, asynchronous discussion forums, and other digital communication tools.
The VLE replicates the components of a traditional classroom by utilizing tools like bulletin boards for announcements, email notifications, forums, and blogs for asynchronous discussions, and chat rooms or instant messaging for synchronous learning sessions. These environments allow for dynamic educational interactions, such as lectures, Q&A sessions, and group discussions. Additionally, virtual learning is often associated with other educational modalities like distance education, e-learning, and online learning due to its reliance on ICT to deliver content and facilitate learning.
Use of Virtual Learning in Nursing Education
Virtual learning environments have become increasingly significant in nursing education by enabling a range of interactive and experiential learning opportunities. For example, virtual worlds like Second Life (Skiba, 2007), Mirror Lake (Curran, Elfrink & Mays, 2009), and Stillwell and the Neighborhood (Giddens, Shuster & Roehrig, 2010) offer three-dimensional (3D) simulated environments where nursing students can engage in problem-based learning, social and group interaction, and patient care simulations. In these virtual worlds, multiple users interact in real-time using avatars that represent their virtual identities, creating a persistent, social, and immersive learning environment.
These virtual settings are designed to mirror real-life scenarios that nursing professionals may encounter, providing a safe and controlled space for students to practice their skills without the risk of harm to actual patients. For example, a virtual community might include characters representing different demographic backgrounds and health authorities, complete with medical records, photographs, and videos that enhance the authenticity of the experience. In these settings, students can learn essential standards of care, relationship-based patient care in diverse clinical settings, and the management of chronic disease processes, all while considering social determinants of health and environmental influences.
One notable application of virtual learning in nursing education is the use of telemedicine techniques to create virtual clinical internships. For instance, Grady (2011) developed a virtual clinical internship for a nursing program in Pennsylvania to address challenges related to distance, time constraints, and limited professional experience opportunities. This internship focused on the care and management of a complex patient case involving burn injuries in a remote, conflict-affected area. Such specialized clinical experiences would not be accessible to students without the innovative use of VLEs, providing them with unique, valuable insights into areas of practice that are not typically available in their local settings.
Impact of Virtual Learning on Nursing Education
The integration of virtual learning strategies and ICT in nursing education offers several key benefits that can significantly enhance traditional educational approaches:
- Addressing Nursing Shortages and Limited Resources: Virtual learning helps mitigate the effects of the current nursing shortage by providing flexible learning opportunities that do not require physical classroom or clinical space. As Murray (2013) notes, VL strategies can also help alleviate some of the pressures related to limited clinical placements and faculty shortages by providing alternative methods for students to acquire clinical competencies and knowledge.
- Enhancing Clinical Reasoning and Critical Thinking Skills: De Gagne, Oh, Kang, Vorderstrasse, and Johnson (2013) identified clinical reasoning skills, student-centered learning, and diverse teaching formats as three main design considerations for virtual learning in nursing education. Virtual environments allow students to engage in realistic simulations that challenge them to think critically and make decisions in complex, dynamic scenarios, helping to develop their clinical reasoning and judgment skills.
- Promoting Student-Centered Learning: Virtual learning environments offer a student-centered approach that encourages active participation, self-directed learning, and collaboration among peers. For example, in a virtual clinical internship, students have the opportunity to engage in meaningful dialogue with their preceptors, reflect critically on their experiences, and synthesize their learning using advanced technology. This fosters a deeper understanding of the material and helps students to internalize key concepts and skills.
- Increasing Accessibility and Flexibility: Virtual learning offers flexibility for students who may face barriers related to distance, time, or personal commitments. This accessibility is particularly beneficial for working nurses or those with family responsibilities, enabling them to pursue further education and professional development without having to relocate or disrupt their current lifestyle.
Outcomes of Virtual Learning in Nursing Education
The outcomes of virtual learning in nursing education are multifaceted and contribute to both student development and the overall quality of healthcare delivery. Key outcomes include:
- Improved Student Engagement and Sense of Belonging: To fully harness the benefits of virtual learning techniques, nursing educators must actively engage students, promote a sense of belonging, and create a safe learning environment (De Gagne et al., 2013; Grady, 2011). When students feel supported and connected, they are more likely to participate actively in their education and develop a strong commitment to their studies.
- Enhanced Learning Experiences Through Technology Integration: Offering orientation sessions on using virtual learning tools can help minimize student frustration due to technical issues. Additionally, the availability of technical resources and support can significantly enhance the quality and effectiveness of the learning experience (De Gagne et al., 2013). When students are comfortable with the technology and have access to adequate support, they can focus more on their learning and less on navigating technical challenges.
- Successful Implementation of Web-Based Curricula: Implementing a robust web-based curriculum with virtual learning components requires careful planning, dedicated faculty, and administrators who are willing to invest in technical support and infrastructure. The success of such programs is often contingent upon the availability of resources, faculty development, and institutional commitment to innovation in education.
- Evidence-Based Justification for Virtual Learning: Additional studies are needed to support and expand the evidence base for virtual learning strategies, helping to justify the return on investment needed to meet the current and future demands of nursing education. As the healthcare landscape continues to evolve, so too must the approaches to educating and preparing future nurses. Research demonstrating the effectiveness of virtual learning can help secure the resources and support needed to implement these strategies more broadly.
Conclusion
Virtual learning represents a powerful tool for enhancing nursing education by providing flexible, accessible, and innovative learning experiences. Through the use of virtual worlds, telemedicine, and other digital platforms, nursing students can engage in meaningful, experiential learning that builds their clinical reasoning skills, promotes student-centered learning, and fosters collaboration and critical thinking.
The successful implementation of virtual learning in nursing education requires careful planning, adequate technical support, and a commitment from both faculty and administrators to invest in the necessary resources. As the evidence base for these strategies continues to grow, virtual learning will likely become an increasingly integral component of nursing education, helping to prepare the next generation of nurses for the complex and dynamic healthcare environment they will face.