Date of Conferral

4-16-2025

Date of Award

April 2025

Degree

Ph.D.

School

Nursing

Advisor

Donna Bailey

Abstract

Nursing educators of Trinidad and Tobago have limited experience with virtual simulated games (VSGs) as a part of their teaching methodology. This lack of experience was highlighted during the COVID-19 pandemic as educators had to use virtual approaches in their classrooms and struggled with unfamiliar technologies. The purpose of this qualitative descriptive study, guided by the extended technology acceptance model, was to explore the perceptions of Trinidadian and Tobagonian nursing educators regarding the use of a VSG as a teaching tool. The sample consisted of eight nursing educators from an educational institute in Trinidad who met the criteria of being an RN with three years of clinical experience and a bachelor’s degree in nursing education. Data sources comprised personal observations and semi-structured interviews. Data interpretation involved a thematic analysis and the identification and categorization of codes. The resulting themes included the technological influences on nursing education, the encouragement of learning through the VSG process and structure, contributions to real-world nursing clinical education, a teaching-learning strategy in the nursing curriculum, and realistic concerns about the curricular adoption of VSGs. Participants indicated they would advocate for VSGs as a teaching strategy in clinical nursing education and nursing curricula. One issue identified was using a VSG in local clinical settings supported by a first-world country. Future recommended research includes qualitative and experimental studies using VSGs on nurse educators and students. This study can foster positive social change by increasing nursing leaders’ awareness of the potential for VSGs to improve students' learning outcomes and enhance educators’ teaching practices.

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