No Authors and years Study design, sample, Outcome of analysis factors Summary of result

variable, instrument,
analysis
1 Title : Study design : Of the 11 studies included in this This systematic review
Effectiveness of High- quasy eksperimental review, 7 investigated the reveals a lack of support
Fidelity Patient effectiveness of using HFPS on for the hypothesis that
Simulation Sample : knowledge acquisition, 4 examined skill the use of HFPS is more
in Teaching Clinical 11 undergraduate nursing performance and 2 investigated critical effective than other
Reasoning Skills students thinking. The results indi- cated a lack teaching methods in
of statistically significant difference in teaching clinical
Author : Variable: the learning outcomes from HFPS reasoning skills to
(Mok et al., 2016) HFPS in teaching clinical versus traditional modalities and low- undergraduate nursing
reasoning skills to un- fidelity simulation. students.
Years : dergraduate nursing students
2016 and a comparison with other
teaching methods

Instrument :
The experimental grub was
given HFPS treatment and
the control grub was given
another treatment
 Analysis :
independent t test

2 Title : Study design : Cross- In terms of the clinical reasoning Nursing students'
Learning by playing: A sectional descriptive process, students learned how to experiences of
cross-sectional descriptive study take action and collect learning the clinical
study of nursing Sample : Nursing students information but were less reasoning process by
students' experiences of from the surgical nursing successful in learning to establish playing a 3D
learning clinical course of autumn 2014 goals for patient care or to simulation game
reasoning (N = 166). evaluate the effectiveness of showed that such
Variable: prototype of the interventions. Learning of the games can be used
Author : simulation game used in different phases of clinical successfully for
(Koivisto et al., 2016) this study was single- reasoning process was strongly learning. To ensure
player in format positively correlated. The that students follow a
Years : Instrument : Data were students described that they systematic approach,
2016 collected by means of an learned mainly to apply the game mechanics
online questionnaire. theoretical knowledge while need to be built
Analysis : playing. The results show that around the clinical
Cross tabulation and chi those who played digital games reasoning process.
Square test daily or occasionally felt that they
learned clinical reasoning by
playing the game more than
 those who did not play at all.

3 Title : Study design : The results of this study The game-based

Effect of a game-based Single-blind randomized determined that the suctioning a virtual reality phone
virtual reality phone controlled trial conducted tracheostomy tube and peristomal application was
application on skin care average final test scores effective in teaching
tracheostomy care Sample : of the students in the experiment the skill of suctioning
education for nursing A total of 86 first-year group were higher than the a tracheostomy tube
students: A randomized nursing students average scores of the students in for nursing students in
controlled trial registered in the control group; this was the short term, and it is
Author : Fundamentals of Nursing- statistically significant (p = recommended that this
(Bayram & Caliskan, II were included in this 0.017, p = 0.003). application be used in
2019) study. psychomotor

Years : Variable:
2019 based virtual reality
phone application is used
as a simulation to teach
psychomotor skills

Instrument :
The data were collected
with an informative
features form, a
tracheostomy care
knowledge test and skill
checklists, and a
performance assessment
form. The control group
commenced the study first
so that the students did
not affect each other. After
the students completed the
theoretical class,
laboratory class, and small
group study, they had their
knowledge test and skills
evaluation. The
application featured
tracheostomy care and
was designed in support of
formal education. It was
uploaded to the mobile
phones of the
experimental group at a
 different phase of the study
from the control group.
After the experimental
group made use of this
application for seven days,
their last knowledge test
and skills evaluation were
conducted
Analysis :
One-Sample Kolmogorov
Smirnov Test, Mann
Whitney-U test, and
Wilcoxon test

4 Title : Study design : A Wilcoxon signed rank test With the improvement in
Impact of Virtual Using a mixed methods suggested no statistically significant technology and further
Simulation to Teach approach improvement on the post-test (p ¼ . educational research
Concepts of Disaster 168). Qualitative data revealed the efforts, use of vir- tual
Triage Sample : following themes: (a) Fun, (b) simulation may be a
six Bachelor of Science in Appreciation for Im- mediate teaching solution.
Author : Nursing students participated Feedback, (c) Better than Reading,
(Foronda et al., 2016) in a Web-based and (d) Technical Issues.
 Years : Variable:
2016 The aim of this study was to
determine the impact of a
virtual simulation to teach
nursing students concepts of
triage using the Sort,
Assess, Lifesaving Interven-
tions, and
Treatment/Transport model.

Instrument :
Students took a 20-item,
multiple-choice test before
and after the simulation and
participated in a debriefing
session
Analysis :
A Wilcoxon

5 Title : Study design : Students in the experimental group This study supported that
TheEffects of vSIM for Quasy eksperimental had significantly higher knowledge vSIM for Nursing could
Nursing as a Teaching scores than students in the control improve undergraduate
Strategy on Fundamentals Sample : group. This study in- dicates that the nursing students’
of Nursing Education 28 students a central city in vSIM for Nursing might be an knowledge when used as
in Undergraduates China effective supplementary teaching an enhancement within

strategy to improve students’ Fundamentals of

Author : Variable: knowledge of Fundamentals of Nursing
(Gu et al., 2017) effectiveness of vSIM for Nursing.
Nursing as a supplemental
Years : teaching strat- egy on
2017 performance of
undergraduate students in a
Fundamentals of Nursing
course

Instrument :
In the experimental group,
ten virtual cases were
additional to regular course
procedure. In the control
group, students received
regular course procedure
only

Analysis :
 Deskriptif with IBM SPSS
6 Title : Deteriorating Study design : Qualified nurses (n ¼ 1,229) and final E-simulation may
Patients: Global Reach quasi-experimental year nursing students (n ¼ 1,742) enhance students’
and Impact ofan E- were among 5,511 participants from preparation for practice
Simulation Program Sample : 20 countries who completed the and improve qualified
The sample was taken from program. Both groups’ knowledge and nurses’ management of
Author : all participants who had performance improved significantly (p deteriorating patients.
(Cooper et al., 2017) completed the version 1-B ¼ <.001) with no difference between
program for 28 months groups. Regression analysis revealed
Years: between September 2013 and predictors of performance were
2017 January 2018 education level, knowledge,
experience, and being female.
Variable: Participants positively evaluated the
E-simulation may enable a program and mode of delivery.
feasible education solution
to the management of
deterio- rating patients

Instrument :
Scenario

Analysis :
IBM SPSS
7 Title : Study design : Learning gains were significantly higher This study proposes that
Online Computer-Based This study compares for simulation that incorporated visualizations play an
Clinical Simulations: The exploration of agent- based important role in the
Role of Visualizations Sample : visualizations than for video- and effectiveness of learning
Author : Participants in this study animation-based visualizations. with computer-based
(Dubovi, 2019) were undergraduate nursing Interestingly, low achievers made multimedia environments.
Years : 2019 students (n = 97) at the significantly higher learning gains Learning with agent-
University of Haifa in Israel after learning with agent-based based visualizations was
simulation than high academic su- perior to learning
Variable: achievers. with animation- and
Simulation virtual video-based
visualizations.
Instrument :
effectiveness of online
computer-based simulations
designed using three
alternative multimedia
approachesdvideo,
animation, and agent-based
visualizationsdon learning
of clinical reasoning skill
Analysis :
 Independent t test
8 Title : Study design : Improved clinical judgment was Findings suggest that
Using Virtual Simulation Cross-sectional illustrated by students’ ability to virtual simulation is
to Develop Clinical obtain minimal simulation beneficial to student
Judgment in Sample : scores in fewer attempts. Student learning and the devel-
Undergraduate Nursing The sample consisted of self-perception of clinical judgment opment of clinical
Students participants including 234 abilities was demonstrated by judgment skills.
students enrolled in child improved clinical judgment scores.
Author : health in a bacca- laureate Study results show statistically
(Fogg et al., 2020) nursing degree program. significant findings in attempts and
in student self-perception of their
Years Variable: clinical judgment abilities.
2020 virtual simulation

Instrument :
Lasater Clinical Judgment
Rubric

Analysis :
Paired t test
9. Title : Study design : A passing score was set at We found blended
Blending virtual with quasi eksperimentalpre-post achieving 75% or higher. The learning approach
conventional learning to students exposed to blended effectively improved
 improve student Sample : learning scored 32.57 points (p access to quality
midwifery 82 nurse midwives of = < 0.001) more than their training, and identified
skills in India Indian counterparts, who received only key midwifery skills of
Variable: conventional teaching. In the post- auxiliary nurse
Author : implemented a blended intervention cohort, 55% students
midwife students from
(Balasubramaniam et al., training model to (N = 28) passed as compared to
remote locations
2018) supplement conventional none in the pre-intervention
classroom teaching with cohort.
Years: virtual training
2018
Instrument :
virtual

Analysis :
Independent t Test

10. Title : Study design : Post-test knowledge scores was Teaching with the
Comparison of the Quasi-Experimental pre-test higher than pretest knowledge virtual simulator
effectiveness of the dan post-test design scores for both groups. There were contributed to the
virtual simulator and no significant difference between students' skills more
video-assisted Sample : the groups in terms of post-test than the method used
teaching on intravenous A total of 60 students scores. Students' scores of in the video training.
catheter insertion skills Variable: psychomotor skills were found to Both methods are
 and self-confidence: The aim of study is to be higher in the virtual simulator effective in the
Aquasi-experimental compare the effect of the group and self-confidence scores development of
study virtual simulator and were similar in both groups. knowledge and self-
Author : video assisted teaching on confidence related to
(İsmailoğlu et al., 2020) the level of intravenous intravenous
Tahun : catheterization skills and catheterization
2020 self-confidence of nursing
students

Instrument :
virtual simulator and
video assisted teaching on
the level of intravenous

Analysis :
Mann-Whitney U test

11. Title : Study design : Analysis of the numeric data Preparatory computer-
Computer-based mixed method suggested the introductory based simulation
simulation: Effective tool program positively enhanced programs improved
or hindrance for Sample : learning. Narrative data elicited simulation lab
undergraduate Eighty-two senior six themes: improved experiences by
nursing students undergraduate nursing prioritization, role modeled encouraging
 students voluntarily nursing care, individualized individualization of
Author : participated in the study preparedness, engaged critical student learning and
(Donovan et al., 2018) thinking, decreased level of was found to be an
Variable: anxiety and increased confidence effective marker to
Years: Examine undergraduate in the lab. Quantitative and improve student
2018 nursing student learning
qualitative perspectives
perceptions and
suggested that reinforcement of
experiences when given a
learned concepts through the
computer-based
computer-based simulation
simulation program as a
scenarios were central to
preparation prior to their
positive student per- formance
simulated lab experience
during the simulation lab
experience.
Instrument :
simulation video

Analysis :
Deskriptif
12. Title : Study design : There were no statistically Results suggest the use
Effect of case study quasi-experimental design significant differences, with both of video simulation in
versus video simulation groups reporting a high level of the classroom may
on nursing students' Sample : satisfaction deepen students'
satisfaction, self- A total of 165 understanding of
 confidence, and baccalaureate nursing and self-confidence. The percent classroom content and
knowledge: A quasi- students participated of knowledge questions answered provide an additional
experimental study University in the correctly was higher for the video mode for learning to
southeastern United simulation enhance classroom
Author : States. lecture. Use of video
group for all seven questions. Four
Ellizabeth et al, 2019) Variable: simulation to augment
themes were identified from
simulation in nursing classroom teaching is
participant words: A better
Years : education has suggested as a strategy
understanding, Able
2019 demonstrated the positive for engaging learners
to apply learning to a patient
impact active, ex-
scenario, Engaged in learning, and
periential learning has on
Visualizing it helps
student satisfaction, self-
confidence, and
knowledge

Instrument :
video simulated

Analysis :
. Data analysis used
descriptive statistics and t-
tests.
13. Title : Study design : Participants were likely to The simulation-based
Effects of a simulation- pre-post design undertriage. There was a MCI program was
based education program significant increase in positive effective in boosting
for nursing students Sample : attitudes after the intervention (p positive attitudes
responding to mass < .001). Self-reported teamwork among nursing
The participants were 34
casualty incidents: A pre- was high, and among its students. In future,
graduating nursing
post intervention study subfactors, “leadership and team comparative studies
students attending a
coordination” scored the highest. including control
university in Seoul.
Author : Participants' satisfaction with the groups and different
(Kim & Lee, 2020) program was high (4.5/5.0). instructional methods
Variable: should be conducted.
Years : effectiveness of a A patient bank should
2020 simulation-based also be developed
education program for considering
nursing students participants'
responding to mass knowledge levels and
casualty incidents (MCI) the cir- cumstances of
from the perspectives of each country
triage accuracy, response
attitude, teamwork, and
program satisfaction.

Instrument :
 Simulation-based training
was conducted using the
Emergo Train System

Analysis : data analysis

14. Title : Study design : In total, 131 nursing students (66 in The ComEd is a
Efficacy of the computer ComEd and 65 in AC) completed the promising approach
This study employed a
simulation-based, programs and 127 participated because it is highly
mixed-method,
interactive through the two-week follow-up accessible, consistent,
randomized controlled
communication test. Compared to the AC group, and repeatable, and
design with repeated
education program for the ComEd group significantly has positive learning
measures.
nursing students improved communication effects
Sample : knowledge, learning self-efficacy,
Author : 131 nursing students and communication efficacy; these
(Choi et al., 2020) effects were maintained at two
Variable: weeks. The ComEd program was
Years: compare the efficacy of a well accepted by the participants.
2020 computer simulation-
based, interactive commu-
nication education
(ComEd) program and an
attention control (AC)
program on
 communication
knowledge, learning self-
efficacy, and
communication efficacy at
baseline and twice after
the intervention
(immediately after and
two weeks after)
Instrument : a tablet PC or
a desktop computer
Analysis : qualitative data.

15. Title : Study design : Participants in the intervention The use of a case-
Evaluation of the The study involved a group had significantly higher based video has the
symptom-focused health single-centre, single- scores on knowledge (p = potential to be a
assessment and empathy blind, parallel 0.016), confidence (p = 0.03), and valuable method of
program randomized controlled health assessment skills (p = teaching health assess-
for undergraduate nursing trial. 0.004). No significant differences ments in context to
students: A randomized in intention to learn and empathy nursing students. The
controlled trial Sample : between the two groups were SHAE program has
found. shown beneficial
Year one undergraduate
Author : effects on students'
nursing students enrolled
(Chen et al., 2020) knowledge, health
 in the Comprehensive assessment skills, and
Years : Health Assessment confidence. However,
2020 (CHA) module during there was no effect on
semester two of the students' intentions to
academic year learn and their
2018/2019 participated empathy. Further
in the study. refinements of the
program will need to
focus on improving
Variable:
these domains
symptom-focused health
assessment and empathy
(SHAE) program, which
primarily involves the use
of a case-based health
assessment video, was
implemented and
evaluated

Instrument :
Participants were
randomized into one of
the two parallel groups:
 the experimental group or
the waitlisted control
(WL) group. The
experimental group
received the SHAE
program in addition to
conventional learning
methods (e-lectures, lab
demonstration, and pair
practice)

Analysis :
Analyses of covariance
(ANCOVA)

16. Title : Study design : A new measure, Clinical Self-efficacy, The hybrid simulation
How Does Simulation quasi-experimental pre/post was piloted in this study and showed a intervention proved
Impact Building study high internal consistency (0.91). effective in improving
Competency and Significant improvement in all items confidence and
Confidence in Sample : on the Clinical Self-efficacy tool was competence in the
Recognition and participants were randomly seen in the treatment group after the recognition and
Response tothe Adult and assigned to a treat- ment or intervention. On the contrary, there response to
Paediatric Deteriorating a control group (N = 59). was no significant improvement in any deteriorating patients.
 Patient Among of the Clinical Self-efficacy items in the Further multisite
Undergraduate Nursing Variable: control group. research is needed to
Students simulation intervention further explore the
significance of the
Author : Instrument : simulation intervention.
(Goldsworthy et al., 2019) The treatment group
received a 16-hour
Years : simulation intervention held
2019 over two days that were two
weeks apart. In addition, the
treatment group completed
two virtual simulations (one
adult and one paediatric
case).

Analysis :
Independen t test
17. Title : Study design : experimental group demonstrated The SBAR program in
Implementation of an quasi-experimental design significantly higher SBAR a pediatric nursing
SBAR communication communication (p < .001), practicum improves
program based on Sample : commu- nication clarity (p < . SBAR communication,
experiential total 81 participants, with 001), and handover confidence (p commu- nication
learning theory in a 41 students in the control < .001) than the control group. clarity, and perceived
 pediatric nursing group and 40 students in Clinical practice self- efficacy, handover confidence
practicum: A quasi- the experimental group perceived nurse–physician in senior-year nursing
experimental study collaboration, and practicum students
Variable: satisfaction did not differ.
Author : investigate the impact of
(Uhm et al., 2019) an SBAR communication
program on com-
Years : munication performance,
2019 perception, and
practicum-related
outcomes in senior-year
nursing students

Instrument :
implemented the tool in
the pediatric nursing
practicum of a nursing
school

Analysis :
tes chi-squared dan
independent t -test
18 Title : Study design : A significant difference was seen The method used in
Persuasive technology in in student learning (p b 0.001) in this study motivated
teaching acute pain the post-test compared with the students to construct
This is a quasi-
assessment in nursing: pre-test results. The students their own knowledge,
experimental, non-
Results in learning based understood the importance of and has the potential
equivalent study using
on pre and post-testing the topic, and were satisfied and to promote changes
pre-and post-testing.
Author : motivated by the technology and in attitudes and
(Alvarez et al., 2017) method applied. The use of behaviors concerning
Tahun : persuasive technology such as the way in which
Sample :
2017 small mobile devices as students seek
75 undergraduate
mediators of online educational knowledge.
nursing students Federal
interventions broadens learning
University of Santa
spaces in an innovative, flexible,
Catarina, Brazil.
motivational, and prom-

Variable: ising manner.

assessment of acute pain
in adults and newborns,
before and after an
online educational
intervention.

Instrument :
online questionnaires
 were used (pre and post-
test, demo- graphic
profile, and student
satisfaction). Pre and
post-test question- naires
were designed with 20
questions (10 open and
10 multiple choice
questions) on learning
nodes, understood as the
most important aspects of
the assessment of pain in
conscious adults, sedated
adults, and newborns

Analysis :
independent t -test

19 Title : Study design : A total of 184 students participated in Video analysis supported
Promoting A quasi-experimental design virtual (26 teams) or face-to-face (28 the value of integrating
Interprofessional teams) DP and 192 (56 teams) either form of DP to
Communication with Sample : participated in the follow-up improve communica-
Virtual Simulation and A total of 184 students simulation-enhanced interprofessional tion and teamwork.
 Deliberate Practice participated learning experience.

Author : Variable:
(Turkelson et al., 2020) simulation virtual
Tahun :
2020 Instrument :
communication and
teamwork strategies
(briefing, SBAR, 3 Ws) was
assessed through a
retrospective video review
and analysis of the phase III
multipatient Sim-IPE.

Analysis :
Probability
Anderson-Darling
Shapiro - Francia
Shapiro – Wilk Normality
Tests

20 Title : Study design : Findings showed a significant This study supports

The effectiveness of pre- and post-test design improvement in the students' virtual simulation as an
virtual simulation in post-scenario knowledge (z = − effective learning tool
improving student nurses' Sample : 6.506, for pre-registration
knowledge and A total of 166 second and p < 0.001). Highest mean nursing students in
performance during third year diploma at a performance scores were obtained different programs.
patient deterioration: A university in Malta in the last scenario (M = 19.7, Simulation improves both
pre and post test design median: 20.0, s.d. knowledge about and
Author : Variable: 3.41) indicating a learning effect. performance during
(Alexis Borg Sapiano, virtual simulation in Knowledge was not a predictor of patient
Roberta Sammut, improving student nurses' students' performance in the deterioration. Virtual
JosefTrapani) knowledge and scenarios. simulation of rare events
Tahun : performance during rapid should be a key
2018 patient deterioration. component of
undergraduate nurse
Instrument : education, to
The simulation included prepare students to
three scenarios (Cardiac- manage complex
Shock-Respiratory) situations as practicing
portraying deteriorating nurses
patients. Performance
feedback was provided at
the end of each scenario.
 Students completed pre-
and post-scenario
knowledge tests and
performance during each
scenario was recorded
automatically on a
database.

Analysis :
Chi-Square
21 Title : Study design : Participants were not Three-dimensional
The effects of a virtual The study used a pretest- disadvantaged in terms of artefacts using
learning environment posttest design. knowledge acquisition by using mobile devices is
compared with an either CAVE2™ or the mobile promising in terms of
individualhandheld device Sample : handheld visualisation mode (P = cost-effectiveness and
on pharmacology Two hundred and forty- 0.977). Significant differences in
accessibility for
knowledge acquisition, nine second year favour of the CAVE2™
students with
satisfaction andcomfort undergraduate nursing environment
restricted access to on-
ratings and midwifery students a
were found in between students' campus teaching
Author : regional university in
satisfaction scores for clinical modes
Julie Hanson, Patrea Southeast Queensland,
reasoning (P = 0.013) and
Andersen, Peter K. Dunn Australia.
clinical learning (P < 0.001)
Tahun : compared to the handheld mode,
2020 Variable: and there were no significant
effect on student differences in their satisfaction
learning, satisfaction and with debriefing and reflective
comfort following practice processes (P = 0.377)
exposure to a three – related to undertaking
dimensional visualisation activities. A small
pharmacology artefact in
number of students using
a virtual facility
handheld devices with
(CAVE2™)1 with stereoscopic lenses reported
viewing of the same greater discomfort in relation to
artefact using the visualisation that negatively
a mobile handheld device impacted their learning (P =
with stereoscopic lenses 0.001).
attached

Instrument :
Online multiple choice
tests were deployed to
measure knowledge
acquisition. Self-reported
sa- tisfaction scores and
 comfort ratings were
collected using
questionnaires.

Analysis :
Brown- Mood test
t-tests
Fisher's exact test

22 Title : Study design : Subjects (n ¼ 20) rated usability of Practicing nursing

Using Game-Based Quasi eksperimental the VR system favorably; they also skills using game-based
Virtual Reality with rated practicing catheter insertion VR may be an effective
Haptics forSkill Sample : this way as highly engaging and way to promote
Acquisition 20 nursing students enrolled enjoyable. Subjects using the VR mastery learning and
in a northwest university system spent more time practicing retention.
Author : (p ¼ .001) and completed more
(Butt et al., 2018) Variable: procedures in 1 hour than students
Tahun : a VR simulation focused on who practiced traditionally (p < .
2018 maintaining sterile technique 001). Follow-up skill demonstration
during urinary catheterization pass rates between groups were
identical at 2 weeks.
Instrument :
 kuesioner and video game

Analysis :
t test
23 Title : Study design : The experimental group made more The introduction of
Clinical Virtual pre and post test design significant improvements in knowledge clinical virtual simulation
Simulation in Nursing after the intervention (P=.001; d=1.13) in nursing education has
Education:RandomizedCo Sample : and 2 months later (P=.02; d=0.75), the potential to improve
ntrolled Trial Portuguese nursing students and it also showed higher levels of knowledge retention and
Author : (N=42). learning satisfaction (P<.001; d=1.33). clinical reasoning in an
(Padilha et al., 2019) We did not find statistical differences initial stage and over
Tahun : Variable: in self-efficacy perceptions (P=.9; time, and it increases the
2019 clinical virtual simulation d=0.054). satisfaction with the
learning experience
Instrument : among nursing students.
case-based learning
approach, with clinical
virtual simulator and
multiple-choice knowledge
test

Analysis :
Kolmogorov-Smirnov test
24 Title : Study design : Both groups made modest gaming simulation
Virtual Gaming Quasi ekperimental knowledge gains. They made combined with hands-on
Simulation for Nursing significant gains in self-efficacy simulation could become
Education: Sample : scores with the gaming group part of the suite of best
An Experiment All current students who had making greater gains. Satisfaction teaching and learning
Author : completed second year in a survey scores were high for both practices we offer
(Verkuyl et al., 2017) large groups. students
Tahun :
2017 Variable:
compare a virtual gaming
simulation with a labo-
ratory simulation regarding
three outcomes: students’
pediatric knowledge, self-
efficacy, and satisfac- tion.

Instrument :
case scenario

Analysis :
Predictive Analytics
Software Statistics (PASW)
 18.0
chi-square
Dependent and independent t
test
descriptive statistics

25 Title : Study design : Almost all (96.2%) participants WBS for new nurses
What should be included A cross-sectional said that new nurses need should include
in web-based simulation descriptive study simulation training, and 90.2% of fundamental nursing
for new nurses participants said WBS is knowledge and
Author : Sample : necessary. The highest ranked techniques that can apply
(Kang & Kim, 2020) 132 registered nurses category was fundamental nursing to clinical practice
Tahun : working at a hospital in knowledge, followed by funda- immediately after
2020 Korea mental nursing technique. Among learning. Also,
Variable: 81 items of nursing education emergency nursing care
investigate newly needs, top ranked items were should be included to
graduated nurses' cardiopulmonary prioritize adequately and
educational needs for cope with emergency
resuscitation, care of artificial
web-based simulation situations. The use of
airways, oxygen therapy, and
(WBS) education. WBS will help new
mechanical ventilation, which nurses learn and adapt
Instrument : were mostly in the to the
The survey consisted of fundamental-nursing-techniques clinical setting, which
 101 multiple-choice category. Educational needs can assist nurses in
questions regarding significantly differed depending providing optimal care to
demographics and on participants' patients with confidence
educational needs clinical experience (F = 5.37; p
= .006), hospital types (t =
Analysis : −3.48; p = .001), and past
Data were analyzed using experiences as a
descriptive statistics, preceptor (t = 2.71; p = .008).
independent t-test ANOVA, Participants with 4 to 6 years of
and Scheffe test. clinical experience, working in a
hospital with more than 300 beds,
and with experience as a preceptor,
answered that new nurses have high
educational needs WBS

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