C922 Curriculum Proposal for High-Fidelity Simulation in Nursing Education

C922 Curriculum Proposal for High-Fidelity Simulation in Nursing Education

Student Name

Western Governors University

C922 Emerging Trends and Challenges in 21st Century Nursing Education

Prof. Name:

Date

Executive Summary

The course The Role of the BSN Nurse in Community Health presents an ongoing instructional challenge: preparing nursing students to effectively apply community and population health principles using modern educational strategies. Traditional instructional approaches alone are insufficient to support long-term knowledge retention, clinical reasoning, and confidence development among nursing students. Evidence from contemporary nursing education literature supports the integration of virtual simulation as an effective strategy to enhance experiential learning outcomes.

A comprehensive needs gap analysis was conducted to evaluate the current instructional environment of The Role of the BSN Nurse in Promoting Community Health. Findings demonstrated limited use of immersive educational technologies and an absence of alternative clinical learning experiences beyond face-to-face or laboratory-based instruction. Stakeholder collaboration among nursing faculty, students, and information technology (IT) professionals confirmed the necessity for a structured virtual simulation platform.

Although existing literature affirms the educational value of virtual simulation, a gap remains in directly comparing virtual modalities with traditional face-to-face clinical experiences. To guide implementation, Lewin’s Change Theory was selected to support adoption through its structured stages of unfreezing, change, and refreezing. By balancing driving forces and resistance, the proposed technology change emphasizes communication, stakeholder engagement, and structured training.

Ultimately, stakeholder consensus supported the adoption of virtual simulation technology within the community health curriculum. This initiative aims to enhance student preparedness, strengthen clinical decision-making, and support sustainable, high-quality nursing education.

Virtual Community Health Technology Proposal

The proposed technology involves the implementation of virtual simulation to strengthen nursing students’ clinical competence and experiential learning. The integration of simulation-based learning in nursing education is increasingly essential, as it enhances self-efficacy and allows learners to engage in deliberate practice without risk to patients. Through simulated clinical scenarios, students can exercise judgment, evaluate outcomes, and apply theoretical knowledge to realistic community health situations.

This proposal incorporates evidence-based literature, identifies relevant stakeholders, evaluates existing technologies, and includes a structured needs assessment, force field analysis, and application of Lewin’s Change Theory to ensure successful implementation.

Literature Review

A systematic literature review was conducted using the WGU Library search engine. Keywords included nursing education, community health, public health, population health, virtual learning, and virtual simulation. Five peer-reviewed studies were selected based on relevance, methodological rigor, and applicability to community health nursing education.

The summarized findings are presented in Table 1, which outlines each article’s purpose, context, findings, relevance, and strength of evidence.

Evidence Summary

Across the reviewed literature, consistent themes emerged demonstrating that virtual simulation enhances nursing students’ knowledge acquisition, confidence, and clinical reasoning. Virtual simulation promotes deliberate practice, reduces performance anxiety, and supports the application of clinical judgment in simulated real-world scenarios (Mabry et al., 2020). Additionally, studies report improved satisfaction with learning, increased engagement, and stronger initial clinical reasoning abilities among students using simulation-based education (Padilha et al., 2019).

Digital simulation experiences were associated with higher levels of student confidence and satisfaction compared to traditional case-based learning (Turrise et al., 2020). Furthermore, virtual simulation effectively met student learning objectives and allowed repeated practice in a controlled environment (Diaz et al., 2021). Collectively, these findings support the educational value of virtual simulation in nursing curricula.

Gaps in the Literature

Despite strong evidence supporting simulation-based learning, several gaps persist. Limited comparative research exists examining virtual simulation versus face-to-face clinical experiences. Small sample sizes, short follow-up periods, and delayed posttesting restrict the generalizability of findings (Padilha et al., 2019). Additionally, guidelines for integrating e-learning and mobile learning into community health curricula remain underdeveloped.

Further research is necessary to evaluate long-term knowledge retention, critical thinking development, and the effectiveness of simulation as a replacement for traditional clinical hours, particularly for RN-BSN student populations (Turrise et al., 2020).

Needs Assessment

A formal needs assessment evaluated the current structure of The Role of the BSN Nurse in Promoting Community Health. Data were collected through stakeholder surveys involving nursing faculty, students, and IT professionals. This diverse group provided multiple perspectives on instructional gaps and technological needs.

The assessment revealed that the course lacked a structured alternative to in-person clinical experiences. Implementing virtual simulation was identified as a solution to reduce barriers such as limited clinical site availability, scheduling constraints, and inconsistent learning experiences.

A facilitated brainstorming session reviewed survey findings, evaluated technological options, and discussed feasibility. Stakeholders unanimously supported the integration of virtual simulation, citing benefits related to flexibility, learning quality, and student preparedness.

Need-Gap Analysis

The need-gap analysis identified discrepancies between current instructional methods and desired educational outcomes. These findings are summarized in Table 2.

Table 2
Curriculum Technology Need-Gap Analysis

Collaboration with Stakeholders

Effective collaboration among nursing educators, students, and IT personnel was essential to address the identified need-gap. Nursing faculty assessed curriculum alignment and instructional outcomes, students provided usability feedback, and IT personnel evaluated infrastructure, costs, and system requirements.

Collaboration occurred through bi-monthly face-to-face meetings, video conferencing, weekly group emails, and targeted phone calls. These communication methods ensured transparency, facilitated decision-making, and supported continuous progress monitoring.

Comparison of Current Technologies

Current instructional technologies include eBooks and synchronous distance learning platforms such as Zoom. While eBooks provide cost-effective, accessible learning materials, they present limitations related to screen fatigue, accessibility, and resale value. Zoom facilitates remote learning and collaboration but lacks immersive clinical engagement and limits experiential skill development.

In contrast, virtual simulation offers interactive, immersive learning experiences that support application-based learning and improved knowledge retention (Padilha et al., 2019).

Current Technology Challenges

Three primary challenges associated with conventional in-person instruction were identified: limited feedback mechanisms, inconsistent skill development, and reduced learner engagement. Traditional methods often fail to provide individualized, actionable feedback and rely heavily on instructor effectiveness.

Additionally, in-person learning environments may inadequately emphasize skill repetition, leading to diminished confidence and performance readiness among students.

Overcoming the Challenges Through Virtual Simulation

Virtual simulation addresses these challenges by providing immersive, interactive environments that promote engagement, motivation, and repeated practice. Simulation platforms generate objective performance data, enabling personalized feedback and adaptive learning pathways (Tarng et al., 2022).

Furthermore, virtual simulation enhances student attention and learning effectiveness by creating realistic, context-rich scenarios that foster clinical reasoning and decision-making skills.

Summary of Curricular Technology Assessment

The curricular technology assessment confirmed a significant instructional gap within The Role of the BSN Nurse in Promoting Community Health. Stakeholder feedback overwhelmingly supported virtual simulation as an effective educational enhancement. The proposed technology reduces barriers, supports diverse learning needs, and aligns with evidence-based nursing education practices.

Stakeholder Consensus

Stakeholder collaboration resulted in strong consensus supporting the proposed technology change. Nursing students expressed enthusiasm for simulation-based learning, highlighting its relevance to professional growth. Faculty recognized its potential to improve learning outcomes, though concerns regarding technological adaptation were noted. IT personnel acknowledged cost considerations but identified opportunities for vendor consolidation and long-term efficiency.

Administrative leadership approved the proposal, citing its alignment with course objectives and institutional goals.

Force Field Analysis

Table 3 summarizes internal and external forces influencing implementation.

Table 3
Force Field Analysis

Change Theory Application

Lewin’s Change Theory provides a structured framework for implementing virtual simulation. The unfreezing stage focuses on communicating the need for change and sharing evidence-based benefits. The change stage emphasizes training, support, and pilot testing. Refreezing reinforces adoption through policy updates, ongoing evaluation, and recognition of stakeholder efforts.

This model supports balancing resistance and motivation, ensuring sustainable integration of the proposed technology (Cherry & Jacob, 2014).

Conclusion

Purpose and Impact

The primary purpose of implementing virtual simulation is to enhance nursing students’ knowledge, critical thinking, and experiential learning within community health education. The anticipated impact includes improved preparedness for real-world clinical practice and enhanced patient care outcomes.

Filling the Curriculum Gap

Virtual simulation addresses existing curricular gaps by providing safe, controlled environments for skill development, decision-making, and feedback. This approach supports applied learning and strengthens competency development.

Significance of Implementation

The integration of virtual simulation is increasingly critical amid limited clinical placements and growing demand for community health nurses. Simulation-based education offers an evidence-based alternative that supports instructional scalability, workforce readiness, and improved patient safety outcomes.

References

Booth, R. G., Scerbo, C. K., Sinclair, B., Hancock, M., Reid, D., & Denomy, E. (2017). Exploring learning content and knowledge transfer in baccalaureate nursing students using a hybrid mental health practice experience. Nurse Education Today, 51. https://www.sciencedirect.com/science/article/pii/S0260691717300163

Cherry, B., & Jacob, S. (2014). Contemporary nursing: Issues, trends, and management (6th ed.). Mosby Elsevier.

Diaz, D. A., Anderson, M., Hill, P. P., Quelly, S. B., Clark, K., & Lynn, M. (2021). Comparison of clinical options: High-fidelity manikin-based and virtual simulation. Nurse Educator, 46, 149–153. https://doi.org/10.1097/NNE.0000000000000906

Mabry, J., Lee, E., Roberts, T., & Garrett, R. (2020). Virtual simulation to increase self-efficacy through deliberate practice. Nurse Educator, 45(4), 202–205. https://doi.org/10.1097/NNE.0000000000000758

C922 Curriculum Proposal for High-Fidelity Simulation in Nursing Education

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: A randomized controlled trial. Journal of Medical Internet Research, 21(3). https://doi.org/10.2196/11529

Tarng, W., Pan, I.-C., & Ou, K.-L. (2022). Effectiveness of virtual reality on attention training. Systems, 10(104). https://doi.org/10.3390/systems10040104

Turrise, S. L., Thompson, E., & Hepler, M. (2020). Virtual simulation: Comparing critical thinking and satisfaction in RN-BSN students. Clinical Simulation in Nursing, 46, 57–61. https://doi.org/10.1016/j.ecns.2020.03.004