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Using a simulated learning environment has great potential for promoting competence and in-depth knowledge of substantive topics relevant to practice.
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This study sought to modify a 19-item instrument designed to measure nursing students' satisfaction with a simulated learning experience for use in a correctional system to measure nurse satisfaction with simulated learning experiences; and to establish validity for the modified instrument.
The results from this study provided support for the learning value of implementing a simulated learning environment, more specifically the use of SPs in a musculoskeletal rehabilitation course, to increase students' development of clinical skills.
This was verified using a simulated exercise.
Ovid provides a simulated Graphical User Interface (GUI) through telnet using a simulated Dec VT-100 terminal interface.
They used a simulated slot machine with two tumblers.
This is determined by computing the 95% confidence interval of this difference using 1,000 independent simulated learning sessions and identifying the earliest trial at which this confidence interval does not contain zero for the rest of the session.
Our findings suggested that cadaveric training using fresh frozen cadavers provides an effective adjunct to simulated learning and clinical placements.
Qualitative data analysis was used to examine students' perceptions of the simulated learning environment, elicited in an open-ended question format at the end of the clinical skills practical test.
As with other health disciplines, simulated learning has been used as a means of providing undergraduate students with a complementary means of skill development [ 4, 5].
A paucity of literature currently exists on the use of audio-visual narratives to enhance simulated learning experiences.
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