{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/15119"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/15119","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Nurse educators’ experience with adjusting to virtual simulation: A narrative analysis study","abstract":"Background - During the COVID-19 pandemic nursing faculty turned to virtual simulation as an alternative to clinical experiences. Literature exists on the use of virtual simulation in nursing, as well as faculty experiences transitioning to the online environment; however, few studies have been done considering the unique circumstances faced by faculty during the COVID-19 pandemic. This qualitative study aimed to understand nursing faculty's experiences transitioning from live simulation and face-to-face clinical to virtual simulation during the COVID-19 pandemic. Method - Narratives of faculty transitions from live clinical learning experiences to virtual platforms during the COVID-19 pandemic were analyzed using Riesmann’s approach to narrative analysis in relation to the concepts of the NLN/Jeffries Framework. This qualitative study aimed to understand the experience of nursing faculty as they transitioned from live simulation and face-to-face clinical to VS during the pandemic. Using a narrative approach, nine nursing faculty members shared their experiences transitioning to virtual clinical and labs due to the pandemic Results - This study found that faculty could make adjustments and adapt to a new teaching platform. Participants found the experience stressful, and some struggled to conceptualize what these new clinicals would look like. This study also showed how participants were able to adjust their teaching pedagogies to maintain student clinical learning. Regardless of their stress level, this study showed how the priority and focus for faculty was the student. Conclusion - Findings from this study support the need for the availability of further professional development on virtual simulation pedagogies, with less of a focus on virtual technology use. Preparation for facilitating online simulations should start in programs preparing new nurse educators.","abstract_html":"Background - During the COVID-19 pandemic nursing faculty turned to virtual simulation as an alternative to clinical experiences. Literature exists on the use of virtual simulation in nursing, as well as faculty experiences transitioning to the online environment; however, few studies have been done considering the unique circumstances faced by faculty during the COVID-19 pandemic. This qualitative study aimed to understand nursing faculty's experiences transitioning from live simulation and face-to-face clinical to virtual simulation during the COVID-19 pandemic. Method - Narratives of faculty transitions from live clinical learning experiences to virtual platforms during the COVID-19 pandemic were analyzed using Riesmann’s approach to narrative analysis in relation to the concepts of the NLN/Jeffries Framework. This qualitative study aimed to understand the experience of nursing faculty as they transitioned from live simulation and face-to-face clinical to VS during the pandemic. Using a narrative approach, nine nursing faculty members shared their experiences transitioning to virtual clinical and labs due to the pandemic Results - This study found that faculty could make adjustments and adapt to a new teaching platform. Participants found the experience stressful, and some struggled to conceptualize what these new clinicals would look like. This study also showed how participants were able to adjust their teaching pedagogies to maintain student clinical learning. Regardless of their stress level, this study showed how the priority and focus for faculty was the student. Conclusion - Findings from this study support the need for the availability of further professional development on virtual simulation pedagogies, with less of a focus on virtual technology use. Preparation for facilitating online simulations should start in programs preparing new nurse educators.","abstract_has_math":false,"creators":["Felske, Carrie"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":[],"advisors":["Scott Tilley, Donna"],"committee_chairs":[],"committee_members":["Stankus, Jo Ann","Figueroa, Jorge"],"year":2023,"date_issued":"May 2023","date_published":"May 2023","updated_at":"2026-07-24T05:05:05Z","subjects":["Nursing education","Nursing","Clinical","Virtual","Clinical virtual simulation"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/15119","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Scott Tilley, Donna"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Stankus, Jo Ann","Figueroa, Jorge"]},{"key":"dc:creator","label":"Author","values":["Felske, Carrie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-06-26T16:36:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-06-26T16:36:07Z"]},{"key":"dc:date.issued","label":"Date","values":["May 2023"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nursing education","Nursing","Clinical","Virtual","Clinical virtual simulation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/15119"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background - During the COVID-19 pandemic nursing faculty turned to virtual simulation as an alternative to clinical experiences. Literature exists on the use of virtual simulation in nursing, as well as faculty experiences transitioning to the online environment; however, few studies have been done considering the unique circumstances faced by faculty during the COVID-19 pandemic. This qualitative study aimed to understand nursing faculty's experiences transitioning from live simulation and face-to-face clinical to virtual simulation during the COVID-19 pandemic. Method - Narratives of faculty transitions from live clinical learning experiences to virtual platforms during the COVID-19 pandemic were analyzed using Riesmann’s approach to narrative analysis in relation to the concepts of the NLN/Jeffries Framework. This qualitative study aimed to understand the experience of nursing faculty as they transitioned from live simulation and face-to-face clinical to VS during the pandemic. Using a narrative approach, nine nursing faculty members shared their experiences transitioning to virtual clinical and labs due to the pandemic Results - This study found that faculty could make adjustments and adapt to a new teaching platform. Participants found the experience stressful, and some struggled to conceptualize what these new clinicals would look like. This study also showed how participants were able to adjust their teaching pedagogies to maintain student clinical learning. Regardless of their stress level, this study showed how the priority and focus for faculty was the student. Conclusion - Findings from this study support the need for the availability of further professional development on virtual simulation pedagogies, with less of a focus on virtual technology use. Preparation for facilitating online simulations should start in programs preparing new nurse educators."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Nurse educators’ experience with adjusting to virtual simulation: A narrative analysis study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Scott Tilley, Donna"],"dc:contributor.committeemember":["Stankus, Jo Ann","Figueroa, Jorge"],"dc:creator":["Felske, Carrie"],"dc:date.accessioned":["2023-06-26T16:36:07Z"],"dc:date.available":["2023-06-26T16:36:07Z"],"dc:date.issued":["May 2023"],"dc:description.abstract":["Background - During the COVID-19 pandemic nursing faculty turned to virtual simulation as an alternative to clinical experiences. Literature exists on the use of virtual simulation in nursing, as well as faculty experiences transitioning to the online environment; however, few studies have been done considering the unique circumstances faced by faculty during the COVID-19 pandemic. This qualitative study aimed to understand nursing faculty's experiences transitioning from live simulation and face-to-face clinical to virtual simulation during the COVID-19 pandemic. Method - Narratives of faculty transitions from live clinical learning experiences to virtual platforms during the COVID-19 pandemic were analyzed using Riesmann’s approach to narrative analysis in relation to the concepts of the NLN/Jeffries Framework. This qualitative study aimed to understand the experience of nursing faculty as they transitioned from live simulation and face-to-face clinical to VS during the pandemic. Using a narrative approach, nine nursing faculty members shared their experiences transitioning to virtual clinical and labs due to the pandemic Results - This study found that faculty could make adjustments and adapt to a new teaching platform. Participants found the experience stressful, and some struggled to conceptualize what these new clinicals would look like. This study also showed how participants were able to adjust their teaching pedagogies to maintain student clinical learning. Regardless of their stress level, this study showed how the priority and focus for faculty was the student. Conclusion - Findings from this study support the need for the availability of further professional development on virtual simulation pedagogies, with less of a focus on virtual technology use. Preparation for facilitating online simulations should start in programs preparing new nurse educators."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/11274/15119"],"dc:language.iso":["English"],"dc:subject":["Nursing education","Nursing","Clinical","Virtual","Clinical virtual simulation"],"dc:title":["Nurse educators’ experience with adjusting to virtual simulation: A narrative analysis study"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Nursing"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:05Z"}