Effects of a virtual simulative diabetes care program on learning ability and clinical thinking skills in nursing interns.

INTRODUCTION

Diabetes is a major global health issue, requiring nursing interns to develop essential diabetes management skills. Traditional teaching methods are limited by clinical settings, hindering the development of comprehensive theoretical and clinical competencies. This study developed a Virtual Simulative Diabetes Care Program to address these limitations.

METHODS

A quasi-experimental design was employed. Nursing interns were assigned to an intervention group (virtual simulation) or a control group (traditional face-to-face training). Self-directed learning ability and clinical thinking skills were assessed using the validated Independent Learning Ability Scale and Clinical Thinking Skills Scale. Pre- and post-intervention measurements were conducted, and data were analyzed using independent -tests and Mann-Whitney tests, with significance set at  < .05.

RESULTS

The intervention group showed significantly higher self-directed learning ability (104.53 ± 7.75 vs. 99.00 ± 13.77,  < .05) and clinical thinking skills (99.71 ± 12.15 vs. 91.69 ± 17.44,  < .05) compared to the control group. Within the intervention group, both abilities significantly improved from pre- to post-internship ( < .05). Practical skills, including blood glucose monitoring and insulin injection, also improved, with higher scores in the intervention group. The virtual simulation program was rated as effective, with an overall score of 8.37 ± 1.20 and "Excellent" ratings for learning functionality.

CONCLUSIONS

The virtual simulation-based diabetes care program significantly improved nursing interns' learning and clinical skills.