Nursing Faculty Perceptions of a Virtual Reality Catheter Insertion Game: A Multisite International Study

A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids ( Bauman et al., 2014 ). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user’s needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed.

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Investigating the value of immersive virtual reality tools for organizational training: An applied international study in the biotech industry

Journal of Computer Assisted Learning ◽

10.1111/jcal.12630 ◽

2021 ◽

Author(s):

Sarune Baceviciute ◽

Ainara Lopez Cordoba ◽

Philip Wismer ◽

Tine Vitved Jensen ◽

Mikkel Klausen ◽

...

Keyword(s):

Virtual Reality ◽

International Study ◽

Immersive Virtual Reality ◽

Organizational Training ◽

Biotech Industry

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Nursing Faculty Perceptions Regarding Students With Physical Disabilities

Nurse Educator ◽

10.1097/nne.0000000000000940 ◽

2020 ◽

Vol Publish Ahead of Print ◽

Author(s):

Julie Kientz Elting ◽

Elaina Avit ◽

Rebecca Gordon

Keyword(s):

Nursing Faculty ◽

Faculty Perceptions ◽

Physical Disabilities

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Clinical stress among undergraduate nursing students: perceptions of clinical nursing faculty

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2019-0111 ◽

2020 ◽

Vol 17 (1) ◽

Author(s):

Catherine Stubin

Keyword(s):

Nursing Education ◽

Student Perceptions ◽

Nursing Faculty ◽

Faculty Perceptions ◽

Critical Role ◽

Clinical Environment ◽

Student Stress ◽

Clinical Nursing ◽

Rich Description ◽

Clinical Nursing Faculty

AbstractClinical faculty have a critical role in recognizing the stress students experience in the clinical environment. Despite an increasing body of research on stress and student perceptions of stress, faculty perceptions of student stress have been relatively unexplored. A qualitative descriptive design provided a rich description of clinical nursing faculty perceptions of undergraduate baccalaureate nursing student stress in the clinical environment. Colaizzi's method guided data analysis. Four themes that emerged from the interview data were: feeling overwhelmed when encountering the unknown, which included the sub-themes of facing self-doubt and experiencing insecurity in nursing actions; struggling with personal life factors; enduring uncivil clinical interactions; and contending with nursing faculty interactions. This study assists in filling the gap for nursing education by providing a rich description of student stress as described by faculty. Implications include providing faculty a clearer understanding of the stress phenomenon so they may better educate and evaluate students.

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Faculty perceptions of webcasting in health sciences education

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v3n1.3944 ◽

2014 ◽

pp. 72-89 ◽

Cited By ~ 1

Author(s):

Barbara Ann Gushrowski ◽

Laura M. Romito

Keyword(s):

Nursing Faculty ◽

Faculty Perceptions ◽

Health Sciences ◽

Full Time ◽

Indiana University ◽

Lecture Capture ◽

Course Content ◽

Teaching Tools ◽

Course Materials ◽

Electronic Delivery

Pre-recorded lectures (podcasts) and recordings of live lectures (lecture-capture) are now everyday occurrences on many college campuses. Student use and opinions of these technologies have been frequently studied. However, there has been little reported on how faculty perceive these technologies. This article reports the results from a 2010 survey of dental, medical, and nursing faculty about their experiences with podcast/lecture capture technologies as teaching tools. A 46-item survey was distributed electronically to full-time faculty at the schools of Dentistry, Medicine, and Nursing on the campus of Indiana University-Purdue University Indianapolis (IUPUI) in Fall 2010 to determine their experiences and perceptions of podcast/lecture capture technologies as teaching tools. Of the 398 respondents, 32% employed lecture capture while only 2% used podcasting. Of those faculty not currently recording materials, 83 (68%) stated that they plan to do so in the next 2 years. Lack of time, 26 (24%) and training, (22%) are major reasons stated for not recording course content. Although a large number of faculty believe student learning has improved through the use of these technologies (74%, n=86), few stated that test scores have improved following implementation of electronic delivery of course materials (29%, n=34). There was no correlation between the use of podcast/lecture capture technologies and faculty gender, school, or years of teaching. A wide array of technologies to record lectures and present additional course materials electronically are in use at the health sciences programs on the IUPUI campus. Overall, faculty view these technologies in a favorable light.

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Evaluating nursing faculty’s approach to information literacy instruction: a multi-institutional study

Journal of the Medical Library Association JMLA ◽

10.5195/jmla.2020.841 ◽

2020 ◽

Vol 108 (3) ◽

Author(s):

Bethany S. McGowan ◽

Laureen P. Cantwell ◽

Jamie L. Conklin ◽

Rebecca Raszewski ◽

Julie Planchon Wolf ◽

...

Keyword(s):

Nursing Education ◽

Information Literacy ◽

Nursing Faculty ◽

Working Group ◽

Nurse Educators ◽

Course Design ◽

Faculty Perceptions ◽

Education Level ◽

Educational Levels ◽

Research Libraries

Objective: In 2018, the Association of College & Research Libraries (ACRL) Health Sciences Interest Group convened a working group to update the 2013 Information Literacy Competency Standards for Nursing to be a companion document to the 2016 Framework for Information Literacy in Higher Education. To create this companion document, the working group first needed to understand how nursing faculty approached information literacy (IL) instruction.Methods: The working group designed a survey that assessed how nursing faculty utilized IL principles in coursework and instruction. The survey consisted of nineteen mixed methods questions and was distributed to nursing faculty at eight institutions across the United States.Results: Most (79%) faculty indicated that they use a variety of methods to teach IL principles in their courses. While only 12% of faculty incorporated a version of the ACRL IL competencies in course design, they were much more likely to integrate nursing educational association standards. Faculty perceptions of the relevance of IL skills increased as the education level being taught increased.Conclusion: The integration of IL instruction into nursing education has mostly been achieved through using standards from nursing educational associations. Understanding these standards and understanding how faculty perceptions of the relevance of IL skills change with educational levels will guide the development of a companion document that librarians can use to collaborate with nurse educators to integrate IL instruction throughout nursing curriculums at course and program levels.

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