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Alhejaili A, Wharrad H, Windle R. Developing a Tool for Assessing the Process of Seeking Health Information: Online Think-Aloud Method. Healthcare (Basel) 2024; 12:1039. [PMID: 38786449 PMCID: PMC11120655 DOI: 10.3390/healthcare12101039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 05/11/2024] [Accepted: 05/13/2024] [Indexed: 05/25/2024] Open
Abstract
Nursing students can access massive amounts of online health data to drive cutting-edge evidence-based practice in clinical placement, to bridge the theory-practice gap. This activity requires investigation to identify the strategies nursing students apply to evaluate online health information. Online Think-Aloud sessions enabled 14 participants to express their cognitive processes in navigating various educational resources, including online journals and databases, and determining the reliability of sources, indicating their strategies for information-seeking, which helped to create this scoring system. Easy access and user convenience were clearly the instrumental factors in this behavior, which has troubling implications for the lack of use of higher-quality resources (e.g., from peer-reviewed academic journals). The identified challenges encountered during resource access included limited skills in the critical evaluation of information credibility and reliability, signaling a requirement for improved information literacy skills. Participants acknowledged the importance of evidence-based, high-quality information, but faced numerous barriers, such as restricted access to professional and specialty databases, and a lack of academic skills training. This paper develops and critiques a Performative Tool for assessing the process of seeking health information using an online Think-Aloud method, and explores factors and strategies contributing to evidence-based health information access and utilization in clinical practice, aiming to provide insight into individuals' information-seeking behaviors in online health contexts.
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Affiliation(s)
- Asim Alhejaili
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
- College of Nursing, Taibah University, Medina 42353, Saudi Arabia
| | - Heather Wharrad
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
| | - Richard Windle
- School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK; (H.W.); (R.W.)
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Stretton T, Cochrane T, Sevigny C, Rathner J. Exploring mobile mixed reality for critical thinking in nursing and healthcare education: A systematic review. NURSE EDUCATION TODAY 2024; 133:106072. [PMID: 38134813 DOI: 10.1016/j.nedt.2023.106072] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 11/28/2023] [Accepted: 12/11/2023] [Indexed: 12/24/2023]
Abstract
BACKGROUND The shortage of nursing and healthcare clinical placements has prompted the investigation of ways to supplement authentic learning. Mobile mixed reality has become increasingly available, however, the affordances and design principles for the facilitation of critical thinking are yet to be explored. OBJECTIVE To examine how mobile mixed reality facilitates critical thinking in nursing and healthcare higher education. DESIGN Systematic review. REVIEW METHODS A search in seven databases (MEDLINE, PsychINFO, AMED, ERIC, Scopus, Cochrane, and Web of Science) was conducted with 3488 titles and abstracts screened. The quality of the included studies was evaluated using the Mixed Methods Assessment Tool (MMAT). RESULTS A total of 12 studies with 1108 participants were included. The breadth of healthcare disciplines was limited to five disciplines that utilised bespoke scenarios on head-mounted displays. Most scenarios were emergency or critical response, with limited time for pre-brief, debrief, or overall user time. Only two studies directly measured critical thinking, with others including indirect reference to diagnoses, interpretation, analysis, or evaluation of healthcare scenarios. Affordances and design principles for the future development of mobile mixed reality for critical thinking in nursing and healthcare higher education are identified. CONCLUSIONS While some pedagogical affordances of mobile mixed reality can be identified in a narrow number of healthcare disciplines, there remain to be limited valid measures of critical thinking used to quantify effectiveness. Future studies would benefit from considering scenarios beyond emergency and critical responses, including longitudinal studies that reflect the development of critical thinking over time, and exploration of co-designed scenarios with and by nursing and healthcare students.
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Affiliation(s)
- Todd Stretton
- Faculty of Health and Environmental Sciences, Auckland University of Technology, Auckland, New Zealand.
| | - Thomas Cochrane
- Centre for the Study in Higher Education, University of Melbourne, Melbourne, Australia. https://twitter.com/thomcochrane
| | - Charles Sevigny
- Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
| | - Joseph Rathner
- Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Melbourne, Australia
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Andreasen EM, Berg H, Steinsbekk A, Høigaard R, Haraldstad K. The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial. BMC MEDICAL EDUCATION 2023; 23:983. [PMID: 38124094 PMCID: PMC10731819 DOI: 10.1186/s12909-023-04966-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 12/11/2023] [Indexed: 12/23/2023]
Abstract
AIM The aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure. METHODS A non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of 5 min. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation. RESULTS Of 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR. CONCLUSIONS Self-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome. TRIAL REGISTRATION NUMBER ISRCTN62680352 registered 30/05/2023.
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Affiliation(s)
- Eva Mari Andreasen
- Department of Health and Nursing Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.
| | - Helen Berg
- Department of Health Sciences, Norwegian University of Science and Technology, P.O. Box 1517, 6025, Ålesund, Norway
| | - Aslak Steinsbekk
- Department of Public Health and Nursing, Norwegian University of Science and Technology, P.O. Box 8900, 7491, Trondheim, Norway
| | - Rune Høigaard
- Department of Sport Science and Physical Education, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway
| | - Kristin Haraldstad
- Department of Health and Nursing Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway
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Faucette AN. Incision Precision: Engaging Students during Dissection Labs. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00193-22. [PMID: 37614876 PMCID: PMC10443305 DOI: 10.1128/jmbe.00193-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Accepted: 06/09/2023] [Indexed: 08/25/2023]
Abstract
Active learning tools, such as gamification, have facilitated teamwork and improved decision-making skills in Anatomy and Physiology classes. However, most Anatomy and Physiology labs currently contain dissection activities where students are not likely to engage in inquiry, critical thinking, or problem-solving. Usually, the instructor gives a brief lecture on the topic, and students are left to dissect without understanding how the lecture relates to what is in front of them, which is frustrating. Coupled with the frustration, some students have adverse opinions on dissecting specimens, including hesitation to dissect the specimen and religious or ethical concerns with dissection. Utilizing similar game mechanics to Taboo (Hasbro) and Milton Bradley's Operation, Incision Precision is a card game that was made to engage students in the dissection lab by allowing them to connect lecture-based information to a physical structure within an organ system. Each card contains an anatomical or physiological description of the organs commonly dissected in the undergraduate Anatomy and Physiology laboratory. For effective gameplay and full participation, the class should be divided into groups containing 3 to 4 students. The group will draw two cards where members can either correctly name the organ or identify the named organ on the dissected specimen. Playing Incision Precision resulted in participation from all group members during the dissection activity, including those with negative feelings about touching the dissected specimen. Due to positive student feedback, Incision Precision has been adapted and played with system-specific organ dissections.
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Affiliation(s)
- Azure N. Faucette
- Department of Biological Sciences, The City University of New York, Kingsborough Community College, Brooklyn, New York, USA
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Maheu-Cadotte MA, Dubé V, Lavoie P. Development and Contribution of a Serious Game to Improve Nursing Students' Clinical Reasoning in Acute Heart Failure: A Multimethod Study. Comput Inform Nurs 2023; 41:410-420. [PMID: 36729896 DOI: 10.1097/cin.0000000000000966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
Clinical reasoning is essential for nurses and nursing students to recognize and intervene when hospitalized patients present acute heart failure. Serious games are digital educational interventions that could foster the development of clinical reasoning through an engaging and intrinsically motivating learning experience. However, elements from a playful approach (eg, rewards, narrative elements) are often absent or poorly integrated in existing serious games, which may limit their contribution to learning. Thus, we developed and studied the contribution of a novel serious game on nursing students' engagement, intrinsic motivation, and clinical reasoning in the context of acute heart failure. We adopted a multimethod design and randomized 28 participants to receive two serious game prototypes in a different sequence, one that fully integrated elements of a playful approach (SIGN@L-A) and one that offered only objectives, feedback, and a functional aesthetic (SIGN@L-B). Through self-reported questionnaires, participants reported higher levels of engagement and intrinsic motivation after using SIGN@L-A. However, negligible differences in clinical reasoning scores were found after using each serious game prototype. During interviews, participants reported on the contribution of design elements to their learning. Quantitative findings should be replicated in larger samples. Qualitative findings may guide the development of future serious games.
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Affiliation(s)
- Marc-André Maheu-Cadotte
- Author Affiliations: Faculty of Nursing, Université de Montréal (Drs Maheu-Cadotte, Dubé, and Lavoie); Montreal Heart Institute Research Center (Drs Maheu-Cadotte and Lavoie); CHUM Research Center (Drs Maheu-Cadotte and Dubé); and Center for Innovation in Nursing Education (Dr Lavoie), Montreal, Quebec, Canada
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Quo Vadis Business Simulation Games in the 21st Century? INFORMATION 2023. [DOI: 10.3390/info14030178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Business simulation games have become popular in higher education and business environments. The paper aims to identify the primary research trends and topics of business simulation games research using a systematic and automated literature review with the motivation of research (learning driven and domain driven). Based on these findings, the future development of business simulation games research projected papers that research business simulation games were extracted from Scopus. Second, the research timeline, main publication venues and citation trends have been analysed. Third, the most frequent words, phrases, and topics were extracted using text mining. Results indicate that the research on business simulation games has stagnated, with the most cited papers published in the 2000s. There is a balance between learning-driven and domain driven-research, while technology-driven research is scarce, indicating that the technology used for business simulation games is mature. We project that the research on business simulation games needs to be directed in the area of new technologies that could improve communication with and among the users (virtual reality, augmented reality, simulation games) and technologies that could improve the reasoning and decision-making complexity in business simulation games (artificial intelligence).
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Use and Effectiveness of Virtual Simulations in Nursing Student Education: An Umbrella Review. COMPUTERS, INFORMATICS, NURSING : CIN 2023; 41:31-38. [PMID: 35926237 DOI: 10.1097/cin.0000000000000932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care.
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Turjamaa R, Simon-Bellamy J, Salminen L, Löyttyniemi E, Kajander-Unkuri S. Graduating nursing students' competence in nursing patients with acute coronary syndrome. CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2022. [DOI: 10.15452/cejnm.2022.13.0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
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Impact of 3D Simulation Game as a Method to Learn Medication Administration Process: Intervention Research for Nursing Students. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.02.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Molina-Torres G, Cardona D, Requena M, Rodriguez-Arrastia M, Roman P, Ropero-Padilla C. The impact of using an "anatomy escape room" on nursing students: A comparative study. NURSE EDUCATION TODAY 2022; 109:105205. [PMID: 34799191 DOI: 10.1016/j.nedt.2021.105205] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 10/11/2021] [Accepted: 11/03/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Anatomy is an important part of health science education. In teaching anatomy, new teaching strategies have been studied in comparison with traditional-based approaches. In this manner, strategies such as the escape room-based approach have been used as an innovative learning approach in nursing education, but little is known about its application in an Anatomy module. OBJECTIVE To evaluate the effectiveness of the escape room for anatomy-related knowledge retention in nursing and the perceived value of the game. DESIGN In the first semesters of the academic years 2017-2018 and 2018-2019, a comparative cross-sectional study was conducted. SETTINGS This study took place at the University of Almeria with students enrolled in the Anatomy module. PARTICIPANTS A total of 248 first-year nursing students took part in the study. METHODS The study included two groups: an experimental group (EG) that participated in an escape room in the final session of their Anatomy module, and a control group (CG) that received a traditional-based teaching approach in their final lesson. RESULTS Students enrolled in the Anatomy module were randomly assigned to either the experimental (EG, n = 128) or control groups (CG, n = 120). The escape room was conducted in groups of four and lasted no more than 15 min. In terms of satisfaction with the escape room, EG scored above the mean. The item "I enjoyed playing" received the highest score (4.88 ± 0.35). Taking the final scores of each group into account, the EG had a final average score of 8.94 ± 0.96, while the CG had a final average score of 7.70 ± 1.25 (p = 0.001). CONCLUSIONS According to the findings, the "Anatomy Escape Room" is a game-based approach that motivates students and constitutes a down-to-earth resource for anatomy learning in healthcare students.
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Affiliation(s)
- Guadalupe Molina-Torres
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, Almeria, Spain.
| | - Diana Cardona
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, Almeria, Spain; Health Research Center, University of Almeria, Almeria, Spain.
| | - Mar Requena
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, Almeria, Spain.
| | - Miguel Rodriguez-Arrastia
- Faculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain.
| | - Pablo Roman
- Faculty of Health Sciences, Department of Nursing Science, Physiotherapy and Medicine, University of Almeria, Almeria, Spain; Health Research Center, University of Almeria, Almeria, Spain; Research Group CTS-451 Health Sciences, University of Almeria, Almeria, Spain.
| | - Carmen Ropero-Padilla
- Faculty of Health Sciences, Pre-Department of Nursing, Jaume I University, Castello de la Plana, Spain; Research Group CYS, Faculty of Health Sciences, Jaume I University, Castello de la Plana, Spain.
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Fahmi Hassan A, Haghighi-Rad F, Abtahi AR. Enabling construction project managers through a management game. INDUSTRIAL AND COMMERCIAL TRAINING 2021. [DOI: 10.1108/ict-05-2020-0062] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to design and develop a management game in the field of construction project management so that by playing the game, the required level of knowledge, skills, capabilities and overall project management competencies in individuals will be promoted. Also, player’s competencies can be measured.
Design/methodology/approach
This study, in terms of application, is applied research. The construction project management simulation game (CPMSG) was played by 18 university students. To evaluate the level of the players’ project management knowledge and quality of the game, questionnaires were used.
Findings
The game improves the players’ project management knowledge by 158%, and the educational program that was formulated in the game has also achieved the first three levels of bloom’s taxonomy of educational objectives. In the field of game quality, analysis of players’ results of responses and scores show that the game has a good quality level.
Originality/value
The CPMS game provides a useful tool for project management training, especially in the field of construction projects. It helps in addition to improving the quality of teaching theoretical topics, making students acquainted with the risks and uncertainties of such projects, and provides a simulated experience. In the field of common behavior analysis and player’s selection, the results indicated that the majority of groups used high-quality materials during the games to perform activities related to the appearance of the building (such as finishing and building facade activities) and used medium quality materials in implementing infrastructural activities such as brickwork and floor construction that are not visible in the appearance of work.
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Havola S, Haavisto E, Mäkinen H, Engblom J, Koivisto JM. The Effects of Computer-Based Simulation Game and Virtual Reality Simulation in Nursing Students' Self-evaluated Clinical Reasoning Skills. Comput Inform Nurs 2021; 39:725-735. [PMID: 33941719 DOI: 10.1097/cin.0000000000000748] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Research has shown that nursing students can learn clinical reasoning skills by engaging in simulation games. However, there has been no research regarding the effects of simulation games on clinical reasoning skills when nursing students also engage in virtual reality simulations. Furthermore, by engaging in simulation games, neither game metrics nor their impact on students' self-evaluated clinical reasoning skills has been studied. The purpose of this study was to evaluate the effects of these two kinds of simulation games using a one-group pretest-posttest design. Forty nursing students self-evaluated their clinical reasoning skills in three phases using the Clinical Reasoning Skills scale. Furthermore, the game metrics of the simulation games were analyzed, and the results clearly showed that students' self-evaluated clinical reasoning skills were systematically improved. There was a systematic association between better playing scores and better self-evaluated clinical reasoning skills in playing both kinds of simulation games. Moreover, students engaged more time in the virtual reality simulation than the computer-based simulation game. Overall, the results suggest that the use of a combination of both kinds of simulation games is an effective way for nursing students to learn clinical reasoning skills.
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Affiliation(s)
- Sara Havola
- Author Affiliations: Department of Nursing Science (Ms Havola, Dr Haavisto, Mrs Mäkinen, and Dr Koivisto) and Department of Mathematics and Statistics, School of Economics (Dr Engblom), University of Turku, Turku, Finland; Hospital District of Satakunta, Pori, Finland (Dr Haavisto); and Smart Services Research Unit, Häme University of Applied Sciences, Hämeenlinna, Finland (Dr Koivisto)
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Keys E, Luctkar-Flude M, Tyerman J, Sears K, Woo K. The Integration of Virtual Simulation Gaming Into Undergraduate Nursing Resuscitation Education: A Pilot Randomised Controlled Trial. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.01.013] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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