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Cho MK, Kim MY. The effect of virtual reality simulation on nursing students' communication skills: a systematic review and meta-analysis. Front Psychiatry 2024; 15:1351123. [PMID: 39035600 PMCID: PMC11258010 DOI: 10.3389/fpsyt.2024.1351123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/06/2023] [Accepted: 06/19/2024] [Indexed: 07/23/2024] Open
Abstract
Virtual reality simulation (VRS) allows individuals to experience a sense of presence in a virtual environment, and it has been increasingly adopted as a novel teaching method in nursing education. VRS can have positive effects, such as patient safety, privacy assurance in healthcare, and enhanced interest and immersion in education. It is important to synthesize the results to date to determine if VRS has the potential to improve communication skills in practical nursing students. This systematic literature review and meta-analysis investigated the effect of VRS on the enhancement of communication skills among nursing students. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were employed for systematic review and meta-analysis. The following "PICO" details were considered: population-nursing students, intervention-VRS targeting communication skills enhancement, comparator-control groups without intervention or those undergoing general classes, and outcomes-communication skills. The search strategy yielded 301 results from nine databases, and 10 studies were selected for inclusion in our analysis. To calculate the overall effect sizes of the primary and secondary outcomes in the included studies, we used MIX 2.0 Pro (Version 2.0.1.6, BiostatXL, 2017) for the meta-analysis. The overall effect size for communication skills was 0.44, signifying a significant effect. A meta-regression analysis examining communication skills revealed significant results for the following factors: Fund (Ref.: No), outcome measurement time (Ref.: Immediately), outcome follow-up (Ref.: No), and debriefing (Ref.: No). Considering factors such as variations in sample size, research approaches, and the effects of independent studies on communication skills, this systematic literature review and meta-analysis suggests that VRS significantly improves nursing students' communication skills overall. Systematic review registration https://www.crd.york.ac.uk/prospero, identifier CRD42023439064.
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Affiliation(s)
- Mi-Kyoung Cho
- Department of Nursing Science, Chungbuk National University, Cheongju, Republic of Korea
| | - Mi Young Kim
- College of Nursing, Hanyang University, Seoul, Republic of Korea
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Cho MK, Kim MY. Enhancing nursing competency through virtual reality simulation among nursing students: a systematic review and meta-analysis. Front Med (Lausanne) 2024; 11:1351300. [PMID: 38774395 PMCID: PMC11106392 DOI: 10.3389/fmed.2024.1351300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2024] [Accepted: 04/17/2024] [Indexed: 05/24/2024] Open
Abstract
Aim Studies on the effectiveness of virtual reality (VR) in nursing education have explored its impact on learning outcomes, emotional immersion and engagement, learner self-confidence, and satisfaction, generally showing positive aspects. However, there is a need for a systematic review to examine the specific influence of VR-based education on nursing students' practical competency. Method According to the PRISMA 2020 guidelines, 22 studies were selected based on inclusion criteria from 579 articles, published from January 1, 2018, to March 31, 2024, across nine major databases including PubMed and EMbase. The target population comprised nursing students, and the intervention focused on VR-based simulations aimed at enhancing competency, compared to control groups receiving either no intervention or conventional non-virtual simulation. The primary outcome, nursing competency, was analyzed using MIX 2.0 Pro (Ver. 2.0.1.6, BiostatXL, 2017) to calculate pooled effect sizes. Result The pooled effect size for nursing competency was determined to be large, with Hedge's g = 0.88 (95% CI, 0.47 to 1.29). Meta-regression analysis identified several factors associated with an increase in nursing competency. These included studies published after 2022, approval of an IRB, absence of funding, randomized controlled trials (RCTs), interventions reported as shorter than 4 weeks or not reported, sessions fewer than 4 or not reported, session duration under 1 h or not reported, and observational measurement methods. Additional factors enhancing nursing competency were the inclusion of a pre-briefing before simulations, the absence of a debriefing afterward, and the exclusion of other activities during the simulation. Conclusion By combining the results of the included studies, the systematic review and meta-analysis accounted for variations in sample size, study methodology, and independent intervention effects, providing an overall evaluation of the effectiveness of simulation-based education in improving nursing students' competency. Limitation The selection criteria for the studies analyzed, which included only those published in English or Korean and reported precise means, standard deviations, and sample sizes, could lead to selection bias and limit the generalization of our study results. Systematic review registration PROSPERO International Prospective Register of Systematic Reviews: http://www.crd.york.ac.uk/PROSPERO/, identifier CRD42023446348.
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Affiliation(s)
- Mi-Kyoung Cho
- Department of Nursing Science, Chungbuk National University, Cheongju, Republic of Korea
| | - Mi Young Kim
- College of Nursing, Hanyang University, Seoul, Republic of Korea
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Liu Z, Zhang Q, Liu W. Perceptions and needs for a community nursing virtual simulation system for Chinese nursing students during the COVID-19 pandemic: A qualitative study. Heliyon 2024; 10:e28473. [PMID: 38590900 PMCID: PMC10999926 DOI: 10.1016/j.heliyon.2024.e28473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 03/08/2024] [Accepted: 03/19/2024] [Indexed: 04/10/2024] Open
Abstract
Background Virtual simulation systems are being increasingly used in the field of nursing education. However, these systems are mostly designed based on the perspective of developers, and the needs of the end users are often neglected. The purpose of this study was to explore the perceptions and needs of Chinese undergraduate nursing students for the development of a community nursing virtual simulation system. Methods This was a descriptive qualitative study enrolling 12 undergraduate nursing students at a University in China. Data were collected through semi-structured interviews. The content analysis method was used for data analysis. Result Three themes and 15 sub-themes were extracted from this study: (1) Positive perceptions regarding virtual systems: a) Provides space for trials and errors, b) Not limited by time and space, c) Provides auxiliary tools; (2) Design and use requirements: a) Performance needs, b) Contents design needs, c) Appearance design needs, d) Support Needs; (3) Competency enhancement needs: a) Community nursing practice ability, b) Critical thinking ability, c) Independent thinking ability, d) Ability to deal with emergencies, e)Teamwork skills, f) Self-efficacy, g) Resilience, h)Interpersonal communication skills. Conclusion Designers and engineers should consider students' needs, aim to improve students' abilities, improve the diversity, the scientific and rigor of content, and enhance user immersion and interest. The system should be programmed to provide real-time feedback, timely technical and professional support, in order to optimize use experience of nursing students.
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Affiliation(s)
- Zhe Liu
- School of Nursing, Capital Medical University, Beijing, 100069, China
| | - Qianghuizi Zhang
- School of Nursing, Capital Medical University, Beijing, 100069, China
| | - Weiwei Liu
- School of Nursing, Capital Medical University, Beijing, 100069, China
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De Gagne JC, Randall PS, Rushton S, Park HK, Cho E, Yamane SS, Jung D. The Use of Metaverse in Nursing Education: An Umbrella Review. Nurse Educ 2023; 48:E73-E78. [PMID: 36450277 DOI: 10.1097/nne.0000000000001327] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
BACKGROUND Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education. PURPOSE This umbrella review synthesized systematic reviews on the use of metaverse in nursing education. METHODS A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies. RESULTS The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes. CONCLUSION This umbrella review supports the viability and effectiveness of metaverse in nursing education.
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Affiliation(s)
- Jennie C De Gagne
- Professor (Dr De Gagne), PhD student (Ms Randall), and Assistant Professor (Dr Rushton), School of Nursing, Duke University, Durham, North Carolina; Assistant Professor (Dr Park), College of Nursing, University of Massachusetts Amherst; Assistant Professor (Dr Cho), Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts; Clinical Associate Professor (Dr Yamane), School of Nursing, University of North Carolina, Greensboro; and Professor (Dr Jung), College of Nursing, Ewha Womans University, Seoul, South Korea
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Pino-Postigo A, Domínguez-Pinos D, Lorenzo-Alvarez R, Pavía-Molina J, Ruiz-Gómez MJ, Sendra-Portero F. Improving Oral Presentation Skills for Radiology Residents through Clinical Session Meetings in the Virtual World Second Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4738. [PMID: 36981654 PMCID: PMC10049172 DOI: 10.3390/ijerph20064738] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 03/02/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The objective of this study was to conduct a clinical session meeting in the virtual world of Second Life to improve the oral presentation skills of radiology residents and to assess the perception of the attendees. METHODS A clinical session meeting (10 two-hour sessions over four weeks), where participants presented their own clinical sessions, followed by a turn of interventions by the attendees, was designed and carried out. Attendees were asked to complete an evaluation questionnaire. Descriptive statistics were performed. RESULTS Twenty-eight radiology residents attended the meeting, and 23 (81.2%) completed the evaluation questionnaire; 95.7-100% of them agreed that the virtual environment was attractive and suitable for holding the meeting and that the content was appropriate for their training as residents. They rated with ≥8.9 points (from 1 to 10) different aspects of the experience, highlighting the role of teachers (9.7 ± 0.6) and the usefulness of their training (9.4 ± 0.9). CONCLUSIONS Second Life can be used effectively to train oral communication skills in public, in an environment perceived as attractive and suitable for learning, through an experience described by the attendees as interesting and useful, highlighting the advantages of social contact with their peers.
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Affiliation(s)
- Alberto Pino-Postigo
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
| | - Dolores Domínguez-Pinos
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Rocío Lorenzo-Alvarez
- Department of Emergency and Critical Care, Hospital de la Axarquía, 29700 Vélez Málaga, Spain;
| | - José Pavía-Molina
- Department of Pharmacology, Faculty of Medicine, University of Malaga, 290071 Málaga, Spain;
| | - Miguel J. Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
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Lozano-Durán A, Rudolphi-Solero T, Nava-Baro E, Ruiz-Gómez MJ, Sendra-Portero F. Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20031697. [PMID: 36767063 PMCID: PMC9914803 DOI: 10.3390/ijerph20031697] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 01/12/2023] [Accepted: 01/14/2023] [Indexed: 05/06/2023]
Abstract
Second Life is a multi-user virtual world platform which enables online learning through immersive activities. This study evaluates the perception of third-year biomedical engineering students about learning activities complementary to a biomedical imaging course carried out within Second Life and focused on training in the public presentation of scientific content to their peers. Between 2015 and 2017, students gave oral presentations on medical imaging topics selected from the proposals of their classmates. Participants were invited to complete an evaluation questionnaire. In the three years of the study, 133 students enrolled in the course (48, 46, and 39 consecutively), and 97 of them delivered the questionnaire (48%, 83%, and 92%, consecutively). Attendance at the sessions ranged between 88% and 44%. The students positively value the experiences, especially the teacher, the educational content, and the virtual island environment, with mean scores greater than or equal to 8.4, 7.7, and 7.7, respectively, on a 1-10-point scale. Overall, they valued Second Life as an attractive and suitable environment for their training in science communication skills, in which they gain self-confidence and are less afraid of speaking in public. Second Life enables students to present scientific content effectively to their peers, receiving hands-on training in the tasks of collecting, organizing, and presenting data, with the benefits of remote access, collaborative work, and social interaction.
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Affiliation(s)
- Andrés Lozano-Durán
- Communications Engineering Department, Higher Technical School of Computer Engineering, University of Malaga, 29071 Malaga, Spain
| | - Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
| | - Enrique Nava-Baro
- Communications Engineering Department, Higher Technical School of Computer Engineering, University of Malaga, 29071 Malaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
- Correspondence: ; Tel.: +34-60-626-6461
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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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AL-Mugheed K, Bayraktar N, Al-Bsheish M, AlSyouf A, Aldhmadi BK, Jarrar M, Alkhazali M. Effectiveness of game-based virtual reality phone application and online education on knowledge, attitude and compliance of standard precautions among nursing students. PLoS One 2022; 17:e0275130. [PMID: 36327261 PMCID: PMC9632768 DOI: 10.1371/journal.pone.0275130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 09/10/2022] [Indexed: 11/06/2022] Open
Abstract
Game-based virtual reality phone applications can create a realistic environment to prepare for clinical applications and improve students’ knowledge of and compliance with standard precautions. An experimental study was performed among 126 nursing students’ from the third and fourth nursing levels to determine the effect of online education and game-based virtual reality phone applications related to standard precautions. Students were divided randomly into two groups; the experimental group used online education and game-based virtual reality phone applications, while the control group used traditional education. The study was performed between July and August 2019 to prevent clashes with lectures and midterm and final examinations. A tool package including knowledge, attitude, and compliance with standard precautions was used in pre-and post-tests among nursing students. The results showed that the knowledge of, attitudes towards, and compliance with standard precautions differed between the two groups. The performance of the experimental group of nursing students significantly improved with online instruction and game-based virtual reality phone applications. This study demonstrated the effectiveness of online education and game-based virtual reality phone application among nursing students.
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Affiliation(s)
- Khaild AL-Mugheed
- Surgical Nursing Department, Faculty of Nursing, Near East University, Nicosia, Cyprus
- * E-mail:
| | - Nurhan Bayraktar
- Nursing Department Kizilcasar Mahallesi, Atılım University School of Health Sciences, Golbasi, Ankara, Turkey
| | - Mohammad Al-Bsheish
- Healthcare Management Department, Batterjee Medical College, Jeddah, Saudi Arabia
| | - Adi AlSyouf
- Department of Managing Health Services and Hospitals, Faculty of Business Rabigh, College of Business (COB), King Abdulaziz University, Jeddah, Saudi Arabia
| | - Badr K. Aldhmadi
- Department of Health Management, College of Public Health and Health Informatics, University of Ha’il, Ha’il, Saudi Arabia
| | - Mu’taman Jarrar
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Medical Education Department, King Fahd Hospital of the University, Al-Khobar, Saudi Arabia
| | - Moath Alkhazali
- Surgical Nursing Department, Faculty of Nursing, Nicosia, European University of Lefke, Lefke, Cyprus
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Zhang Q, Chen J, Liu J. Global Trends and Hot-Spots in Research on Virtual Simulation in Nursing: A Bibliometric Analysis From 1999 to 2021. Front Public Health 2022; 10:890773. [PMID: 35548068 PMCID: PMC9082269 DOI: 10.3389/fpubh.2022.890773] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 03/29/2022] [Indexed: 11/13/2022] Open
Abstract
Background Virtual simulation has been widely used in nursing education and nursing training. This study aims to characterize the publications in terms of countries, institutions, journals, authors, collaboration relationships, and analyze the trends of virtual simulation in nursing research. Methods Publications regarding virtual simulation in nursing were retrieved from Web of Science core collection. Microsoft Excel 2010, VOSviewer were used to characterize the contributions of the authors, journals, institutions, and countries. The trends, hot-spots and knowledge network were analyzed by Citespace and VOSviewer. Results We identified 677 papers between 1999 and 2021. The number of publications grew slowly until 2019, after that, it got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College and University of San Paulo, University of Ottawa and Ryerson University were top major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. The foundational themes of virtual simulation research in nursing are “virtual learning during COVID-19, clinical nursing care, education in nurse practitioners, education technology”. Conclusion Virtual simulation in nursing field has attracted considerable attention during COVID-19 pandemic. The research hotspot is gradually shifting from clinical nursing care to studies of nursing education using different virtual simulation technologies
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Affiliation(s)
- Qian Zhang
- Department of Neurosurgery, Xiangya Hospital, Central South University, Changsha, China
| | - Jia Chen
- Xiangya Nursing School, Central South University, Changsha, China
| | - Jing Liu
- Xiangya Nursing School, Central South University, Changsha, China
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Evaluation of the Effectiveness of Digital Game-Based Learning Given to Nursing Students for the Developmental Care of Infants in Neonatal Intensive Care Unit. Comput Inform Nurs 2022; 41:300-308. [PMID: 37145853 DOI: 10.1097/cin.0000000000000920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Although simulation laboratories are widely used in today's nursing education programs, it is becoming more and more difficult to find adequate physical space, equipment, and instructors for laboratory practices in schools. With increasing access to quality technology, schools prefer Web-based education or virtual games as another way of learning through simulation laboratories. This study was carried out to evaluate the effect of digital game-supported teaching activity given to nursing students for the developmental care of infants in neonatal ICU on learning. This study is a quasi-experimental study with a control group. Within the scope of the study, the researchers, together with the technical team, developed a digital game in accordance with the purpose of the study. The study was conducted in a health sciences faculty, nursing department, between September 2019 and March 2020. Sixty-two students were included in the study, which were divided into two groups, with 31 students in the experimental group and 31 students in the control group. The study data were collected using a personal information tool and a developmental care information tool. Whereas the digital game learning method was used for the students in the experimental group, the traditional teaching method was used for the students in the control group. No significant difference has been found between the pretest knowledge scores of the students in the experimental and control groups (P > .05). A statistically significant difference has been found in the rates of giving correct answers between the groups in the posttest and retention test (P < .05). The students in the experimental group gave more correct answers in the posttest and retention test than the students in the control group. In line with these results, the learning method with digital games is effective in increasing the knowledge level of nursing undergraduate students. Therefore, it is recommended to integrate digital games into education.
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Magill M, Mastroleo NR, Martino S. Technology-Based Methods for Training Counseling Skills in Behavioral Health: a Scoping Review. JOURNAL OF TECHNOLOGY IN BEHAVIORAL SCIENCE 2022; 7:325-336. [PMID: 35402697 PMCID: PMC8983031 DOI: 10.1007/s41347-022-00252-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Revised: 02/15/2022] [Accepted: 03/16/2022] [Indexed: 11/25/2022]
Abstract
In the present review, we consider technology-based methods for training and monitoring counseling skills in behavioral health (i.e., addictions, mental health, and behavioral medicine). We provide an overview of topical foci and design features, as well as review the available research. The Arksey and O’Malley framework for scoping review was used and there were two project phases. First, we reviewed and charted design features and training topics. Second, we reviewed and charted published research evaluating training outcomes. The search process yielded six commercial companies or academic research centers targeting online training of behavioral health counseling skills. These programs could be categorized by an avatar (i.e., computer-generated) or video (i.e., human actor) client interface, as well as by a completely interactive experience (i.e., virtual reality) or an experience with a pre-programmed, branch-logic interaction (i.e., computer simulation). One final company provided monitoring services only, without an explicit training component. The literature in this area is in its nascent stages, with primarily pilot scope and comparatively less progress if contrasted with fields such as general medicine. Online training and monitoring of behavioral health counseling skills is a promising emerging field with positive qualities such as scalability, resource efficiency, and standardization. Future research should emphasize (1) between-group randomized clinical trials, (2) comparisons to standard training practices, and (3) alignment with professional competency standards.
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Affiliation(s)
- Molly Magill
- Brown University Center for Alcohol and Addiction Studies, Box G-S121-5, Providence, RI 02912 USA
| | | | - Steve Martino
- Department of Psychiatry, Yale University, New Haven, CT USA
- VA Connecticut Healthcare System, West Haven, CT USA
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Musa D, Gonzalez L, Penney H, Daher S. Interactive Video Simulation for Remote Healthcare Learning. Front Surg 2021; 8:713119. [PMID: 34447784 PMCID: PMC8384032 DOI: 10.3389/fsurg.2021.713119] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 07/05/2021] [Indexed: 12/03/2022] Open
Abstract
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.
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Affiliation(s)
- Dahlia Musa
- New Jersey Institute of Technology, Department of Informatics, Newark, NJ, United States
| | - Laura Gonzalez
- College of Nursing, University of Central Florida, Orlando, FL, United States
| | - Heidi Penney
- College of Nursing, University of Central Florida, Orlando, FL, United States
| | - Salam Daher
- New Jersey Institute of Technology, Department of Informatics, Newark, NJ, United States
- College of Nursing, University of Central Florida, Orlando, FL, United States
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Liu W. Virtual Simulation in Undergraduate Nursing Education: Effects on Students' Correct Recognition of and Causative Beliefs About Mental Disorders. Comput Inform Nurs 2021; 39:616-626. [PMID: 33935205 DOI: 10.1097/cin.0000000000000745] [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: 11/26/2022]
Abstract
Virtual simulation as an emerging nursing pedagogy can facilitate optimal learning through the use of experiential learning and technology. The purpose of this prospective cohort study was to assess the long-term effects of virtual simulation on undergraduate nursing students' recognition of and causative beliefs about depression and schizophrenia. Students' responses from the simulation cohort (n = 149) and the nonsimulation cohort (n = 150) at a school of nursing in the United States were compared. While students' responses were fairly similar between the two cohorts, students who received virtual simulations more often rated character weakness as an unlikely cause for schizophrenia than those who did not receive virtual simulations. The major difference supports the use of virtual simulation in influencing positive changes in nursing students' perceptions and attitudes toward mental illness.
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Affiliation(s)
- Wei Liu
- Author Affiliation: College of Nursing and Public Health, Adelphi University, Garden City, NY
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Virtual and Augmented Realities in Nursing Education: State of the Science. ANNUAL REVIEW OF NURSING RESEARCH 2020; 39:225-242. [PMID: 33431644 DOI: 10.1891/0739-6686.39.225] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologies. There are many opportunities available for nursing educators to create a new era of simulation-based learning methodologies by incorporating virtual and augmented realities in their curriculum. The state of the science is showing promising outcomes and commercial products are maturing.The utilization of these new technologies should be approached in the same way as other learning methodologies as many new ideas and ways of learning are emerging in this area. It will be critical for nursing educators and faculty to determine the optimal ways to utilize them.
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Mendez KJW, Piasecki RJ, Hudson K, Renda S, Mollenkopf N, Nettles BS, Han HR. Virtual and augmented reality: Implications for the future of nursing education. NURSE EDUCATION TODAY 2020; 93:104531. [PMID: 32711132 DOI: 10.1016/j.nedt.2020.104531] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Revised: 12/11/2019] [Accepted: 06/30/2020] [Indexed: 06/11/2023]
Affiliation(s)
- Kyra J W Mendez
- Johns Hopkins University School of Nursing, Baltimore, MD, USA.
| | | | - Krysia Hudson
- Johns Hopkins University School of Nursing, Baltimore, MD, USA
| | - Susan Renda
- Johns Hopkins University School of Nursing, Baltimore, MD, USA
| | | | | | - Hae-Ra Han
- Johns Hopkins University School of Nursing, Baltimore, MD, USA
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16
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Kurul R, Ögün MN, Neriman Narin A, Avci Ş, Yazgan B. An Alternative Method for Anatomy Training: Immersive Virtual Reality. ANATOMICAL SCIENCES EDUCATION 2020; 13:648-656. [PMID: 32163659 DOI: 10.1002/ase.1959] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Revised: 03/04/2020] [Accepted: 03/10/2020] [Indexed: 06/10/2023]
Abstract
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.
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Affiliation(s)
- Ramazan Kurul
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Muhammed Nur Ögün
- Department of Neurology, Faculty of Medicine, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Ayşe Neriman Narin
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Şebnem Avci
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Beyza Yazgan
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Gazi University, Ankara, Turkey
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Hanson J, Andersen P, Dunn PK. The effects of a virtual learning environment compared with an individual handheld device on pharmacology knowledge acquisition, satisfaction and comfort ratings. NURSE EDUCATION TODAY 2020; 92:104518. [PMID: 32629336 DOI: 10.1016/j.nedt.2020.104518] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 04/09/2020] [Accepted: 06/23/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Virtual reality is reported to improve post-intervention knowledge and skills outcomes of health professionals compared to traditional teaching methods or digital online media. However, providing equitable access to high quality virtual reality resources for large, diverse nursing and midwifery student cohorts within multi-campus settings remains challenging. OBJECTIVES This study compared the effect on student learning, satisfaction and comfort following exposure to a three-dimensional pharmacology artefact in a virtual facility (CAVE2™)1 with viewing of the same artefact using a mobile handheld device with stereoscopic lenses attached. DESIGN The study used a pretest-posttest design. SETTING School of Nursing and Midwifery in a regional university in Southeast Queensland, Australia. PARTICIPANTS Two hundred and forty-nine second year undergraduate nursing and midwifery students. METHODS Online multiple choice tests were deployed to measure knowledge acquisition. Self-reported satisfaction scores and comfort ratings were collected using questionnaires. RESULTS Participants were not disadvantaged in terms of knowledge acquisition by using either CAVE2™ or the mobile handheld visualisation mode (P = 0.977). Significant differences in favour of the CAVE2™ environment were found in between students' satisfaction scores for clinical reasoning (P = 0.013) and clinical learning (P < 0.001) compared to the handheld mode, and there were no significant differences in their satisfaction with debriefing and reflective practice processes (P = 0.377) related to undertaking visualisation activities. A small number of students using handheld devices with stereoscopic lenses reported greater discomfort in relation to the visualisation that negatively impacted their learning (P = 0.001). CONCLUSION Three-dimensional artefacts using mobile devices is promising in terms of cost-effectiveness and accessibility for students with restricted access to on-campus teaching modes.
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Affiliation(s)
- Julie Hanson
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Patrea Andersen
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Peter K Dunn
- School Health and Sports Science, Locked Bag 4, Maroochydore DC 4558, Australia.
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18
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Lorenzo-Alvarez R, Rudolphi-Solero T, Ruiz-Gomez MJ, Sendra-Portero F. Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life. ANATOMICAL SCIENCES EDUCATION 2020; 13:602-617. [PMID: 31665564 DOI: 10.1002/ase.1927] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2018] [Revised: 10/15/2019] [Accepted: 10/24/2019] [Indexed: 05/22/2023]
Abstract
Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, University of Málaga, Málaga, Spain
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19
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O'Connor S, Daly CS, MacArthur J, Borglin G, Booth RG. Podcasting in nursing and midwifery education: An integrative review. Nurse Educ Pract 2020; 47:102827. [PMID: 32763834 PMCID: PMC7336128 DOI: 10.1016/j.nepr.2020.102827] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Revised: 05/31/2020] [Accepted: 06/15/2020] [Indexed: 12/02/2022]
Abstract
Podcasting is used in higher education so various digital resources can be shared with students. This review aims to synthesise evidence on podcasting in nursing and midwifery education. PubMed, MEDLINE, CINAHL, Scopus and ERIC databases were searched using key terms. 242 articles were found and screened. Data extraction, quality assessment and data analysis, underpinned by a Social Media Learning Model, were conducted on relevant studies. Twenty-six studies were included in the review. Three themes emerged; 1) learning and other outcomes, 2) antecedents to learning, and 3) learning process. Students seemed to acquire new knowledge and skills by using podcasts and it also appeared to improve clinical confidence. The organisation of podcasting, digital literacy and e-Professionalism, the personal motivation of learners, and flexible access to the technology seemed to impact the delivery of this educational intervention. Mechanisms that appeared to affect the learning process were the speed of exchange, the type of social media user, the timeframe, quality of information, the functionality of podcasts and other learning activities. This review synthesised evidence on podcasting in nursing and midwifery education. The technology was seen as a positive learning tool but more robust research examining its efficacy in improving learning outcomes is needed. Podcasting is being used in nursing and midwifery education to support learning. Review findings suggest podcasting may improve learning outcomes. Newer generations of students seem to like technology enhanced learning resources. More robust studies are needed to determine the efficacy of this pedagogical tool. The Social Media Learning Model could help inform future teaching and learning.
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Affiliation(s)
- Siobhan O'Connor
- School of Health in Social Science, The Edinburgh of University, Edinburgh, United Kingdom.
| | - Claire S Daly
- The Royal Infirmary of Edinburgh, 51 Little France Crescent, Edinburgh, EH16 4SA, United Kingdom.
| | - Juliet MacArthur
- NHS Lothian, Waverley Gate, 2-4 Waterloo Place, Edinburgh, EH1 3EG, United Kingdom.
| | - Gunilla Borglin
- Department of Health Sciences, Faculty of Health, Science and Technology, Karlstad University, Karlstad, Sweden; Department of Nursing Education, Lovisenberg Diaconal University College, 0456, Oslo, Norway.
| | - Richard G Booth
- Arthur Labatt Family School of Nursing, Western University, London, Ontario, N6A 5B9, Canada.
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21
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Wilson WJ, Schmulian D, Sher A, Morris S, Hill AE. Student perceptions of two simulated learning environments in paediatric audiology. Int J Audiol 2019; 59:16-23. [PMID: 31486696 DOI: 10.1080/14992027.2019.1660004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Objective: To determine audiology student perceptions of two simulated learning environments (SLE) in paediatric audiology.Design: A one-shot case study design.Study sample: Fifteen audiology students who completed questionnaires after participating in two SLEs, one simulating auditory brainstem response (ABR) assessments of neonates in a hospital ward and one simulating visually reinforced orientation audiometry (VROA) assessments of young children in an audiology clinic.Results: The students responded positively to 11/11 areas of audiometric testing and client interaction in both SLEs, to 7/7 aspects of their interactions with the mannequins in both SLEs, and to 8/8 aspects of their interactions with fellow students playing the role of parent in the ABR SLE and 7/8 of these aspects in the VROA SLE. The students reported low levels of anxiety towards both SLEs but rated the ABR SLE more highly than the VROA SLE in areas of preparedness, effectiveness, realism, pre-SLE training, reinforcement of lecture content, and overall usefulness.Conclusions: The participating students responded positively to almost all aspects of both SLEs. Further research is warranted using research designs capable of determining if these SLEs directly improve student abilities as they transition from academic settings to clinical placements in paediatric audiology.
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Affiliation(s)
- W J Wilson
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - D Schmulian
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - A Sher
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - S Morris
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - A E Hill
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
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22
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Fealy S, Jones D, Hutton A, Graham K, McNeill L, Sweet L, Hazelton M. The integration of immersive virtual reality in tertiary nursing and midwifery education: A scoping review. NURSE EDUCATION TODAY 2019; 79:14-19. [PMID: 31078869 DOI: 10.1016/j.nedt.2019.05.002] [Citation(s) in RCA: 53] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2019] [Revised: 03/11/2019] [Accepted: 05/03/2019] [Indexed: 05/26/2023]
Abstract
BACKGROUND Immersive virtual reality is an advancing technology that has the potential to change the traditional pedagogical approaches to teaching tertiary nursing and midwifery students. The application of immersive virtual reality in nursing and midwifery education may be a novel, accessible method for information provision and skill acquisition, however little is known of the extent of immersive virtual reality technology integration into tertiary nursing and midwifery programs. OBJECTIVES The purpose of this review is to identify the application and integration of immersive virtual reality within nursing and midwifery tertiary education programs. DESIGN A scoping review based on the Joanna Briggs Institute methodology for scoping reviews was undertaken. An a priori review protocol and eligibility criterion was developed with the protocol subject to review a posteriori following first round screening. An electronic search of ten databases was conducted in January 2018. RESULTS A total of n = 506 non-duplicate records were identified and subjected to level one and level two screening. The search strategy and screening process identified n = 2 articles that were quality checked and included for review. CONCLUSIONS There is currently a paucity of quality published literature on the application and/or integration of immersive virtual reality into nursing and midwifery tertiary education. Immersive virtual reality has the potential to increase competence and confidence for students providing accessible and repeatable learning opportunities in a fail-safe environment. There is a need for educators to be involved in the conceptualisation, design, integration and research of immersive virtual reality technology into undergraduate nursing and midwifery programs.
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Affiliation(s)
- Shanna Fealy
- University of Newcastle, Faculty of Health and Medicine, School of Nursing and Midwifery, Australia; University of Newcastle, Faculty of Health and Medicine, School of Medicine and Public Health, Australia; Hunter Medical Research Institute, Australia; University of Newcastle, Priority Research Centre for Health Behaviour, Australia.
| | - Donovan Jones
- University of Newcastle, Faculty of Health and Medicine, School of Nursing and Midwifery, Australia; Hunter Medical Research Institute, Australia; University of Newcastle, Priority Research Centre for Health Behaviour, Australia. https://twitter.com/donnythemidwife
| | - Alison Hutton
- University of Newcastle, Faculty of Health and Medicine, School of Nursing and Midwifery, Australia
| | - Kristen Graham
- Flinders University, College of Nursing and Health Sciences, Australia
| | - Liz McNeill
- Flinders University, College of Nursing and Health Sciences, Australia
| | - Linda Sweet
- Flinders University, College of Nursing and Health Sciences, Australia
| | - Michael Hazelton
- University of Newcastle, Faculty of Health and Medicine, School of Nursing and Midwifery, Australia
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Verkuyl M, Hughes M. Virtual Gaming Simulation in Nursing Education: A Mixed-Methods Study. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2019.02.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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Stuhlmiller C, Tolchard B. Understanding the impact of mental health placements on student nurses’ attitudes towards mental illness. Nurse Educ Pract 2019; 34:25-30. [DOI: 10.1016/j.nepr.2018.06.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Revised: 04/16/2018] [Accepted: 06/08/2018] [Indexed: 11/29/2022]
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25
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Verkuyl M, Romaniuk D, Mastrilli P. Virtual gaming simulation of a mental health assessment: A usability study. Nurse Educ Pract 2018; 31:83-87. [DOI: 10.1016/j.nepr.2018.05.007] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2017] [Revised: 01/10/2018] [Accepted: 05/17/2018] [Indexed: 10/16/2022]
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26
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Cantrell MA, Franklin A, Leighton K, Carlson A. The Evidence in Simulation-Based Learning Experiences in Nursing Education and Practice: An Umbrella Review. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.08.004] [Citation(s) in RCA: 62] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
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Verkuyl M, Hughes M, Tsui J, Betts L, St-Amant O, Lapum JL. Virtual Gaming Simulation in Nursing Education: A Focus Group Study. J Nurs Educ 2017; 56:274-280. [DOI: 10.3928/01484834-20170421-04] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/07/2016] [Accepted: 01/05/2017] [Indexed: 11/20/2022]
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Schaffer MA, Tiffany JM, Kantack K, Anderson LJ. Second Life
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Virtual Learning in Public Health Nursing. J Nurs Educ 2016; 55:536-40. [DOI: 10.3928/01484834-20160816-09] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2016] [Accepted: 06/01/2016] [Indexed: 11/20/2022]
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Metcalfe S. Second Life Patient Scenarios: Enhancing the Diversity of the Nursing Profession. Creat Nurs 2016; 22:166-170. [PMID: 29195525 DOI: 10.1891/1078-4535.22.3.166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Despite the current transformation of the U.S. population to one of increased diversity, the majority of nurses employed are from White backgrounds. In addition, few secondary school students from ethnically diverse backgrounds or from rural regions in the nation are encouraged to pursue a collegiate education or to consider nursing as a career. This article describes an innovative 3-year program in which one rural university in the southeast used a virtual environment, Second Life, to expose secondary students to nursing through role-playing as avatars interacting with patient case scenarios. Secondary school science and health occupations teachers developed patient and environmental scenarios under the direction of the nursing program director and the information technology director from the university. Throughout the 3 years, 300 rural and multicultural students were exposed to virtual world health care learning through quizzes with five patient case and environmental scenarios. Student and teacher evaluations were positive about their interest in learning obtained through the patient case examinations. Technical difficulties during Year 1 were eliminated by Year 3. This program demonstrates that use of virtual technologies such as Second Life may increase the interest of secondary rural and multicultural students in careers in nursing and in pursuing a collegiate education.
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Affiliation(s)
- Sharon Metcalfe
- Western Carolina University, School of Nursing, College of Health and Human Sciences, Cullowhee, North Carolina, USA
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30
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de Sousa VEC, de Oliveira Lopes MV, Keenan GM, Lopez KD. Developing and Testing of a Software Prototype to Support Diagnostic Reasoning of Nursing Students. Int J Nurs Knowl 2016; 29:124-132. [DOI: 10.1111/2047-3095.12145] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2015] [Revised: 03/23/2016] [Accepted: 04/04/2016] [Indexed: 11/29/2022]
Affiliation(s)
| | | | - Gail M. Keenan
- Annabel Davis Jenks Endowed Professor at the University of Florida; Gainesville Florida
| | - Karen Dunn Lopez
- Assistant Professor at the Department of Health Systems Science; University of Illinois at Chicago; Chicago Illinois
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