DEVELOPMENT AND EVALUATION OF A VIRTUAL SIMULATION EDUCATION PROJECT FOR SELF-MANAGEMENT SUPPORT FOR NURSING STUDENTS CARING FOR PATIENTS WITH TYPE 2 DIABETES MELLITUS

Abstract

Objective: To construct and evaluate a virtual simulation education program for nursing students to cultivate self-management support ability in type 2 diabetes mellitus (T2DM) patients, explore its application effect in chronic disease nursing education, and provide an evidence-based basis for optimizing the training mode of chronic disease nursing talents. Methods: This study adopted a design combining evidence-based integration with empirical research. First, systematic reviews were conducted to retrieve relevant domestic and international literature, integrating the best evidence on self-management support and virtual simulation teaching for T2DM, and clarifying the core competency structure and instructional design elements. Based on this, a virtual simulation teaching project was constructed using Pamela R. Jeffries' Jeffries Simulation Theory as the theoretical framework, including learning objective setting, scenario script design, instructional implementation process, and evaluation system. Subsequently, a quasi-experimental study design was employed to intervene with nursing students, comparing differences in self-management support ability, self-efficacy, and learning satisfaction before and after intervention as well as between groups. Results: The systematic review identified the core dimensions of self-management support competence, including health education competence, behavior change support competence, communication and empathy competence, and individualized management competence. Empirical study results showed that the total score and each dimension score of self-management support competence in the intervention group were significantly higher than those in the control group (P<0.05), with particularly notable improvements in communication competence and behavior change support competence. Additionally, the intervention group demonstrated significantly higher learning satisfaction and self-efficacy. Conclusion: The virtual simulation education program, based on evidence-based evidence and educational theory, significantly enhances the self-management support capabilities of nursing students in T2DM, demonstrating excellent educational outcomes and promotion value. This study provides theoretical foundations and practical pathways for innovating chronic disease nursing education models, which holds significant importance for improving primary-level chronic disease management capabilities.