AC-vSIM - an Austrian-Canadian virtual Simulation Project

Key research questions include:

• Is it feasible to use North American-prepared vSIM in European nursing universities?
• What are the cultural differences in nursing students' understanding and perception of speaking up for patient safety?

Methodology

We will conduct a mixed-methods study with approximately 40 participants (20 from each country) recruited from undergraduate nursing programs in Canada (MRU) and Austria (FHCW). Participants, all in their third year of education, will receive a pre-recorded lecture on team communication and have one week to view the vSIM based on the team communication skills of a Registered Nurse in a long-term care facility (Furlong, 2022) asynchronously. The vSIM, focusing on team communication skills in a long-term care setting, will be followed by a synchronous virtual debrief using the PEARLS framework. Co-debriefing teams will consist of one Canadian and one Austrian facilitator.

Data Collection

Participants will complete a short reflection (300 words) and an online survey with demographic data and the SET-M tool immediately after the vSIM. Debriefing sessions will be recorded and transcribed, with qualitative data analyzed using Grounded Theory and quantitative data using SPSS. Participation is voluntary and not tied to course attendance or grades. Ethical approval has been obtained from both universities
 

Primary Objectives: 

• Evaluate the Feasibility of Virtual Simulations: Assess the practicality and effectiveness of using North American-prepared virtual simulations (vSIM) in European nursing universities, focusing on their adaptability and integration into the curriculum.
• Explore Cultural Differences: Investigate the cultural differences in nursing students' understanding and perception of virtual simulations, particularly in terms of speaking up for patient safety, comparing native English speakers in Canada and non-native speakers in Europe.

Secondary Objectives: 

• Enhance Nursing Education: Improve the quality of nursing education by integrating virtual simulations that provide a safe and controlled environment for students to practice clinical skills and decision-making.
• Promote Reflective Learning: Utilize the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing method to foster reflective learning and enhance students' ability to apply knowledge in clinical settings.
• Facilitate Cross-Cultural Collaboration: Strengthen international collaboration between Canadian and Austrian nursing educators and researchers, fostering the exchange of best practices and innovative approaches in simulation-based education.