Do Virtual Simulations Help CNA Students & Instructors?
Are you considering virtual clinical simulations for your CNA, LNA, RNA, or STNA students?
Well, Celine Champine RN, MSEd did her Master's thesis research on CNA student and instructor experiences with our virtual CNA Simulations!
Unfortunately, we started the recording about 10 minutes late, so it begins with Celine's description of the research methodology.
On May 26, 2022, CNA Simulations hosted the webinar, Do Virtual Simulations Really Help NA Students & Instructors? Throughout the forty-five-minute webinar, CNA Simulations Founder Dr. Charlene Brown invited LNA instructor Celine Champine RN, MSEd, to discuss findings from her Master’s thesis research on CNA student and instructor experience with virtual clinical simulations. Below are some of the many important takeaways from the webinar and discussion from some of the CNA and LNA instructors across the country who were also in attendance.
Background of the Research (0:00-3:30)
In this section Champine RN, MSEd, discussed problems that the Covid pandemic posed for her to get her students their 16 hours of clinical training when they could not complete them in person. Champine RN, MSEd, went into depth about some of the specific workarounds she found worked in her classroom using her understanding of virtual simulations. Ultimately, this led her to her Capstone’s ultimate question of whether or not simulations can be effective for licensed nursing assistant (LNA) students, then can it also be effective for nursing assistant students.
Research Findings (3:30-15:30)
During her research, Champine RN, MSEd found that simulation works for CNA and LNA students just like it does for nursing students. Some important things she learned from the research were things like realism matters, immediate performance feedback works well with digitally inclined students, virtual simulations allowed for strong alignment between what CNA instructors were teaching to what the students were being tested on, and more. This section goes into more depth about each of those findings and the specific CNA skills that relate to the findings, two of which are listed below.
“Simulation replicates realistic scenarios in a safe environment.”
-Celine Champine RN, MSEd, citing her and others’ findings
Safety
As Champine RN, MSEd articulates, virtual clinical simulations are safe, risk-free environments for students to learn. She went over, in particular, how students mentioned the emphasis that virtual clinical simulations could put on things like proper body mechanics, keeping both the student and the resident safe. Champine RN, MSEd found this safety led to student improvements in critical thinking, reduced pre-clinical anxiety, and led to more confident and knowledgeable CNA students.
Alignment to Curricula
Findings of this area of Champine RN, MSEd findings. She found that CNA instructors enjoyed that they were able to teach the required CNA skills but in different orders and ways. Her findings also showed that most instructors felt that virtual clinical simulations prepared students well for state testing requirements.
“One thing to keep in mind is that the nurses that are helping to develop the program or the modules are very invested in making a module that will help them as well [as the students]”
Jennifer DeRose-Bagar MSN, RN,
CNA Simulations Nursing Content Lead
Substituting Clinical Hours with Clinical Simulations (15:30-18:00)
In this webinar section, Champine RN, MSEd, talked about one of the ultimate findings of her research, whether or not some CNA students’ clinical hours should be replaced with virtual clinical simulations. In her finding, 100% of instructors interviewed agreed that some of these hours should be replaced with simulations. Reasons discussed include predictability and consistency of simulations, helping instructors and students overcome clinical site restrictions. Simulations helped to supplement what students are doing in real-life clinical settings with realistic CNA clinical skills scenarios in virtual ones.
Adding Virtual Simulations and Moving Forward (18:00-25:20)
In the final structured section of the webinar, Champine RN, MSEd argued why LNA and CNA instructors should add virtual clinical simulations to their training programs. Some of the reasons included that they are helpful for CNA certification licensure test preparation, all students can get the same clinical learning opportunities, and they reinforce vital soft skills.. Champine RN, MSEd cited how all instructors from her research plan to add CNA simulations after participating in her study.
“I have also seen the downtime at clinical. My classes are often bigger than what local clinical sights can hold. It often takes several weeks to get through clinicals as I have to break them into smaller groups, and I really hope that we can advocate for a hybrid model of LNA instruction.”
-Heidi Richard, CNA Instructor
Further Discussion (25:20-46:00)
In the question and answer section of the webinar, CNA instructors from across the continental U.S. and even Guam gave their input on their experiences with instruction during Covid, certification exams, and more.
About the Speaker
Celine Champine, RN, MSEd, is a Vermont LNA instructor who presented her Master’s degree thesis research results. She surveyed CNA and LNA instructors and students and conducted in-depth interviews with instructors who used CNA Simulations. She also described her experiences using the simulations and shared considerations for those integrating them into their teaching.
Celine’s 2022 thesis for her Master’s degree at St. Joseph’s College of Maine is titled “Developing Virtual Clinical Simulations for Nursing Assistant Training: A Pilot Study. ur story online can make all the difference.
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