scholarly journals Exploring the application of mixed reality in Nurse education

2019 ◽  
Vol 6 (4) ◽  
pp. 214-219 ◽  
Author(s):  
Jane Frost ◽  
Lori Delaney ◽  
Robert Fitzgerald
Keyword(s):  
Nursing Students ◽  
Student Motivation ◽  
Mixed Reality ◽  
Learning Experience ◽  
Nurse Education ◽  
Clinical Judgement ◽  
Evaluation Design ◽  
Physical Cues ◽  
Second Year ◽  
Enhanced Learning

The aim of this study was to explore the contemporary application, inclusive of advantages and challenges, of mixed reality (MR) technology in the education of nursing students and, its contribution to enhanced learning. A descriptive evaluation design was undertaken to explore the learning experience of second year students enrolled in a 3 year Bachelor of Nursing programme. One hundred per cent of the students stated that the experience assisted them in their learning. The key themes of engagement in learning, and developing clinical judgement emerged from students’ responses, and demonstrated ways in which students felt MR enhanced their learning. This emerging technology has the potential to assist in enhancing clinical judgement and developing skills in noticing physical cues in patients. The implementation of MR may also enhance student motivation and engagement with learning.

scholarly journals Standardised Holographic Patients: An Evaluation of Their Role in Developing Clinical Reasoning Skills

2021 ◽  
Author(s):  
Emma Collins ◽  
Liz Ditzel
Keyword(s):  
Nursing Students ◽  
Clinical Reasoning ◽  
Mixed Reality ◽  
Learning Experience ◽  
Learning Activity ◽  
Clinical Judgement ◽  
Structured Learning ◽  
Quantitative Results ◽  
Reasoning Skills ◽  
Clinical Reasoning Skills

In 2019, two standardised holographic patients viewed through a mixed-reality (MR) HoloLens headset were used in a structured learning activity to develop clinical reasoning skills among second-year nursing students (N=99, 94%). Quantitative results indicated that all students felt that being able to closely view holographic patients enhanced their learning experience. Qualitative results showed that the best feature of the MR technology was being able to clinically assess the patient in a safe facilitated environment. Further analysis revealed that students were at the ‘beginning’ or ‘developing’ skill level of the vpLCJR. These findings confirm that using standardized holographic patients offers a dynamic and effective experience for students and helps students to develop clinical reasoning and judgement skills. The technology also allows educators to determine a student’s development of clinical judgement skills and tailor learning experiences to further develop these skills.

scholarly journals Learning experience design for augmented reality

2021 ◽  
Vol 29 ◽  
Author(s):  
Betül Czerkawski ◽  
Margherita Berti
Keyword(s):  
Augmented Reality ◽  
Mixed Reality ◽  
Learning Experience ◽  
Data Gathering ◽  
Real Life ◽  
Survey Method ◽  
Future Research ◽  
Experience Design ◽  
Learning Tasks ◽  
Enhanced Learning

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research. This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

Learning outcomes of immersive technologies in healthcare student education: A systematic review of the literature (Preprint)

2021 ◽  
Author(s):  
Grace Ryan ◽  
Shauna Callaghan ◽  
Anthony Rafferty ◽  
Mary Higgins ◽  
Eleni Mangina ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Clinical Skills ◽  
Learning Experience ◽  
Traditional Learning ◽  
Learning Modalities ◽  
Immersive Technologies

BACKGROUND Immersive technologies are increasing in popularity as educational tools for teaching healthcare students. OBJECTIVE This review aimed to assess the effectiveness of immersive technologies compared to traditional learning modalities, with regard to knowledge and the participants learning experience in medical, midwifery and nursing pre-clinical university education. METHODS A systematic review was conducted according to the Cochrane Collaboration guidelines. Randomised control trials (RCTs) comparing traditional learning methods with virtual, augmented or mixed reality for education of medicine, nursing, or midwifery students were evaluated. Identified studies were screened by two authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument. A review protocol was registered with PROSPERO in April 2020. RESULTS Knowledge gain was found to be the equal when IT’s are compared to traditional learning modalities, however the learning experience was increased with IT. Twenty-nine RCTs were included and evaluated using the MERSQI tool. The mean MERSQI score was 12.64, the median was 12.50 and the mode was 13.50. IT was predominantly used to teach clinical skills (51%), and virtual reality (76%) was the most commonly used form of IT. Knowledge was the primary outcome in twenty-eight studies (97%). Nineteen studies (65%) used validated instruments and scales to assess secondary learning outcomes including satisfaction, self-efficacy, engagement and perceptions of the learning experience. Nineteen studies (65%) included medical students, eight (28%) included nursing students, and two (7%) included both medical and nursing students. There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine and emergency medicine. CONCLUSIONS Virtual, augmented and mixed reality play an important role in the education of pre-clinical medical and nursing university students. When compared to traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy and engagement are all increased with the use of immersive technology, suggesting it is an optimum tool for education. CLINICALTRIAL Not applicable

Teaching palliative care skills via simulation-based learning

2021 ◽  
Vol 27 (7) ◽  
pp. 368-374
Author(s):  
Meryem Hamdoune ◽  
Abdellah Gantare
Keyword(s):  
Palliative Care ◽  
Nursing Students ◽  
Learning Experience ◽  
Learning Approach ◽  
Clinical Placements ◽  
Powerful Learning ◽  
Simulation Based ◽  
Simulation Session ◽  
Second Year ◽  
Simulation Centre

Background: The scarcity of palliative care (PC) services in Morocco, and their absence in Settat, limits the opportunities for nursing students at the Higher Institute of Health Sciences (HIHS) to benefit from clinical placements. As a consequence of this, most students feel underprepared to care for patients with PC needs. Aim: The purpose of this study is to share a simulation-based learning experience in a PC context and to evaluate the effectiveness of this learning method. Methods: The simulation experience took place in the simulation centre of the HIHS and involved 20 nursing students in their second year. The main goal of the simulation session was to simulate the support given to patients going through the five stages of grief. A post-simulation survey was conducted to explore the nursing students reflections on this learning experience. Findings: The simulation is recommended as a powerful learning approach to compensate for the lack of PC clinical placements available to nursing students. Conclusion: The simulation-based training was an excellent opportunity for nursing students to experience caring for patients in extreme end-of life-situations, which was not possible before due to the lack of specialised PC services.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

scholarly journals Second Year Nursing Students’ Experiences of Clinical Placement in a Rural Health Centre

2018 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Vistolina Nuuyoma ◽  
Daniel Opotamutale Ashipala
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Rural Health ◽  
Positive Impact ◽  
Health Centre ◽  
Learning Context ◽  
Rural Health Centre ◽  
Satellite Campus ◽  
Health Centres ◽  
Second Year

Introduction: In nursing education, it is expected that students take theoretical and practical courses. Practical components are an integral part of learning in nurses’ training, which is effected through placement of students in different clinical settings. In Namibia, hospitals, clinics and health centres are popularly utilized as a clinical environment for placing nursing students at all levels of studies. However, little is known on how students experience the placement at the health centres. In 2016 Nursing students from a satellite campus were placed at a health centre.Methods: The study followed qualitative research principles, and it was explorative, descriptive and contextual in nature. Data were collected from reflections submitted by second year nursing students from a UNAM satellite campus upon completion of their two weeks placement at a health centre in 2016. Data were analyzed using content analysis as a data analysis strategy. Trustworthiness of this study was ensured by applying the criteria of Lincoln and Guba, namely: credibility, transferability, dependability, and confirmability of the study.Results: The five themes that emerged from the study are: ‘interpersonal factors’, ‘students’ reactions to the learning context’, ‘enablers of students’ learning at a rural health centre’, ‘challenges experienced by students’, and ‘recommendations made by students on learning in a rural health centre’.Conclusion: It is evident that good interpersonal interaction between nursing staff, students and patients appear to have a positive impact on learning. Students reflected on limited supply of equipment, and limited cases available as challenges experienced during their placement. Furthermore, students made suggestions to improve placements in a rural health centre.

scholarly journals Exploring the Use of Immersive Technology in Education to Bring Abstract Theoretical Concepts to Life

2020 ◽  
Vol 1 (1) ◽  
pp. 70-80
Author(s):  
Ekerin Oluseye Michael ◽  
Heidi Tan Yeen-Ju ◽  
Neo Tse Kian
Keyword(s):  
Virtual Reality ◽  
Subject Matter ◽  
Mixed Reality ◽  
Learning Experience ◽  
Health Sector ◽  
Virtual Technology ◽  
Theoretical Concepts ◽  
Head Mounted Display ◽  
The Subject ◽  
Immersive Technology

Over the years educators have adopted a variety of technologies in a bid to improve student engagement, interest and understanding of abstract topics taught in the classroom. There has been an increasing interest in immersive technology such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). The ability of VR to bring ideas to life in three dimensional spaces in a way that is easy for students to understand the subject matter makes it one of the important tools available today for education. A key feature of VR is the ability to provide multi-sensory visuals and virtual interaction to students wearing a Head Mounted Display thus providing students better learning experience and connection to the subject matter. Virtual Reality has been used for training purposes in the health sector, military, workplace training, gamification and exploration of sites and countless others. With the potential benefits of virtual technology in visualizing abstract concepts in a realistic virtual world, this paper presents a plan to study the use of situated cognition theory as a learning framework to develop an immersive VR application that would be used to train and prepare students studying Telecommunications Engineering for the workplace. This paper presents a review of literature in the area of Virtual Reality in education, offers insight into the motivation behind this research and the planned methodology in carrying out the research.

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