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

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

scholarly journals Communicating Bad News: Using Role-Play to Teach Nursing Students

2021 ◽  
Vol 7 ◽  
pp. 237796082110445
Author(s):  
Carlos Laranjeira ◽  
Catarina Afonso ◽  
Ana Isabel Querido
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Bad News ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reflective Process ◽  
Simulation Based

Receiving bad news can have a profound impact on a patient's physical, psychological and social well-being. Therefore, communication of bad news is an essential skill required for health professionals. A good interpersonal relationship based on trust, empathy, and respect can help the psychological adjustment to end-of-life losses. This study presents a simulation-based learning experience designed to teach communication skills to nursing students who care for palliative patients and their family members. The authors suggest adopting Gibbs’ reflective cycle during structured debriefing that enables the students to move logically through the reflective process. A student-centered learning approach can promote responsibility and success in achieving the expected learning outcomes.

scholarly journals Effects of an Internationalization at Home (IAH) Programme on Cultural Awareness among Medical and Nursing Students in Hong Kong and Indonesia During the COVID-19 Pandemic: A Mixed-Methods Study

2022 ◽  
Author(s):  
Patrick Pui Kin KOR ◽  
Clare YU ◽  
Ida ayu TRIASTUTI ◽  
Mitra Andini SIGILIPOE ◽  
Haryo Dimasto KRISTIYANTO ◽  
...  
Keyword(s):  
Hong Kong ◽  
Mixed Methods ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Cultural Awareness ◽  
Learning Experience ◽  
Mixed Methods Study ◽  
Face To Face ◽  
Internationalization At Home ◽  
At Home

Abstract Background: The COVID-19 pandemic has severely impacted the learning experience of students by limiting their opportunities for face-to-face intercultural exchanges. Given the importance of cultural competence in medical education, there is a need to develop a programme that promotes cultural awareness, but that offers more flexibility in terms of outbound mobility. This study aims to evaluate the effectiveness of an internationalization at home programme and to explore the learning experiences of medical and nursing students from Hong Kong and Indonesia. Methods: Students were recruited from two universities in Hong Kong and Indonesia. They attended an online internationalization at home programme designed by members of the research team from both countries. A mixed-methods study was conducted. A pre-test post-test design was used to evaluate the effects of the programme on cultural awareness, and four focus group interviews were conducted to explore the students’ experiences in the programme. Quantitative and qualitative data were analysed by T-test and thematic analysis. Data were integrated via triangulation. Results: One hundred and forty-eight students from Hong Kong and Indonesia participated in the study. After the programme, there was a significant improvement in cultural awareness. Three themes were identified: (1) learning process: enjoyable, but a desire remains for face-to-face cross-cultural communication; (2) learning outcomes: gained cultural awareness, developed cultural sensitivity, had an opportunity to practice language and learn about new learning styles; (3) factors influencing learning outcomes: facilitators (micro-movie and active communication) and barriers (language barrier, inappropriate time arrangement, insufficient prior briefing). Conclusion: This programme achieved the learning outcomes by successfully enhancing the cultural awareness of students during a time of pandemic when outbound student exchanges were not possible. Further adaptations of the programme are required to further enhance learning outcomes.

scholarly journals Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-489
Author(s):  
Hsueh-Fen Kao ◽  
Minzhi Ye ◽  
Lin Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Perceived Competence ◽  
Learning Satisfaction ◽  
Multiple Exposures ◽  
Significant Difference ◽  
Simulation Based

Abstract Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p < .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

Are we prepared to educate the next generation of bachelor nursing students? A discussion paper

2021 ◽  
pp. 205715852110404
Author(s):  
Edith Roth Gjevjon ◽  
Espan Gade Rolland ◽  
Cecilia Olsson
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Skills ◽  
Learning Processes ◽  
Future Generations ◽  
Discussion Paper ◽  
Educational Models ◽  
New Generation ◽  
New Strategies

This paper answers a call from Nordic colleagues for new strategies in education to meet the needs of a new generation of bachelor nursing students regarding the development of clinical skills. We, as they, believe that educational models targeting the development of clinical skills must be customised to meet the learning style of the current and future generations of bachelor nursing students. In this paper we put forward that using a comprehensive, collaborative, student-centred approach will assist younger generations’ learning processes. We describe a pedagogical model of peer learning that combines collaboration, reflection and assessment aligned with learning outcomes. Such an approach, we believe, is likely to be in line with expectations, needs and preconditions of the current and future generations of nursing students.

The Psychometric Evaluation of the Revised Clinical Skills Self-Efficacy Scale

2016 ◽  
Vol 24 (1) ◽  
pp. 166-175 ◽  
Author(s):  
Sharon L. Oetker-Black ◽  
Judy Kreye ◽  
Tammie Davis ◽  
Sherrie Underwood ◽  
Samantha Naug
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Clinical Skills ◽  
Reliability And Validity ◽  
Psychometric Evaluation ◽  
Pilot Studies ◽  
Clinical Nursing ◽  
Clinical Skills Instruction ◽  
The Relationship

Background and Purpose: This study’s purpose was to psychometrically evaluate the revised Clinical Skills Self-Efficacy Scale (CSES). Self-efficacy is a predictor of an individual’s behavior in situations such as learning to implement a new clinical nursing skill. Methods: Subjects were nursing students (N = 214). The CSES, an investigator-developed instrument designed to measure nursing students’ perceptions of their self-efficacy as it relates to selected clinical skills, was used to measure clinical skills self-efficacy. The instrument consisted of 9 clinical skills. Results: There was evidence from 2 prior pilot studies both supporting the CSES’s reliability and validity. Conclusions: Self-efficacy may be one way to explain the relationship between clinical skills instruction and the successful enactment of these clinical skills.

scholarly journals Effects of high-fidelity simulation based on life-threatening clinical condition scenarios on learning outcomes of undergraduate and postgraduate nursing students: a systematic review and meta-analysis

BMJ Open ◽  
2019 ◽  
Vol 9 (2) ◽  
pp. e025306 ◽  
Author(s):  
Carmen La Cerra ◽  
Angelo Dante ◽  
Valeria Caponnetto ◽  
Ilaria Franconi ◽  
Elona Gaxhja ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Systematic Reviews ◽  
Clinical Condition ◽  
Meta Analysis ◽  
High Fidelity ◽  
Significant Heterogeneity ◽  
Life Threatening ◽  
And Performance

ObjectiveThe purpose was to analyse the effectiveness of high-fidelity patient simulation (HFPS) based on life-threatening clinical condition scenarios on undergraduate and postgraduate nursing students’ learning outcomes.DesignA systematic review and meta-analysis were conducted based on the Cochrane Handbook for Systematic Reviews of Interventions and its reporting was checked against the Preferred Reporting Items for Systematic Reviews and Meta-Analyses checklist.Data sourcesPubMed, Scopus, CINAHL with Full Text, Wiley Online Library and Web of Science were searched until July 2017. Author contact, reference and citation lists were checked to obtain additional references.Study selectionTo be included, available full-texts had to be published in English, French, Spanish or Italian and (a) involved undergraduate or postgraduate nursing students performing HFPS based on life-threatening clinical condition scenarios, (b) contained control groups not tested on the HFPS before the intervention, (c) contained data measuring learning outcomes such as performance, knowledge, self-confidence, self-efficacy or satisfaction measured just after the simulation session and (d) reported data for meta-analytic synthesis.Review methodThree independent raters screened the retrieved studies using a coding protocol to extract data in accordance with inclusion criteria.Synthesis methodFor each study, outcome data were synthesised using meta-analytic procedures based on random-effect model and computing effect sizes by Cohen’s d with a 95% CI.ResultsThirty-three studies were included. HFPS sessions showed significantly larger effects sizes for knowledge (d=0.49, 95% CI [0.17 to 0.81]) and performance (d=0.50, 95% CI [0.19 to 0.81]) when compared with any other teaching method. Significant heterogeneity among studies was detected.ConclusionsCompared with other teaching methods, HFPS revealed higher effects sizes on nursing students’ knowledge and performance. Further studies are required to explore its effectiveness in improving nursing students’ competence and patient outcomes.

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 Evaluation of Mixed reality in undergraduate nursing education. A systematic review

2021 ◽  
Vol 31 (Supplement_3) ◽  
Author(s):  
I Aguinaga-Ontoso ◽  
L Guillen-Aguinaga ◽  
S Guillen-Aguinaga
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Mixed Reality ◽  
Poor Quality ◽  
Control Group ◽  
Positive Effects ◽  
Undergraduate Nursing ◽  
Post Test ◽  
Meta Analyses

Abstract Background Mixed Reality is becoming more widespread in the training of nursing students because it allows students to face situations that are difficult to manage or that rarely occur in their practice, but for which they must be prepared. Our objective is to evaluate whether mixed reality improves nursing students' learning outcomes and satisfaction compared to simulation. Material and methods This systematic review was performed according to the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) The generic keywords used were “(nurses OR nurse OR nursing) AND mixed reality AND simulation”. The literature search was carried out in the PubMed and CINAHL databases between 2011 and 2021. After the review, 4 references were selected. Based on the study title and abstract, two independent authors selected potential. Whenever a study meets the inclusion criteria, the authors access the full text. To assess potential bias, all studies included in the review were evaluated with the Newcastle-Ottawa Quality Assessment Scale Results The search produced 54 papers but after reviewing only 4 were selected. Two studies were pretest post-test with a control group, while the other 2 were post-test only with no control group. Mixed reality was used in several settings (Maternal Health, Mental Health, CPR, and hospital ward) to increase the realism of simulations, increase confidence, reduce anxiety and stress of students in clinical situations. The results of the studies are contradictory, with poor quality studies showing positive effects, while studies with better quality and design showed poorer results. Conclusions Mixed reality is a very recent technique in nursing education. It is necessary to carry out well-designed studies of adequate size to evaluate in which contexts it is effective. Key messages Mixed reality is an emerging technology in education, but very few evaluations have been conducted. It is necessary to carry out well-designed studies to evaluateif Mixed reality it is effective in nursing education.

scholarly journals Smartphone-based Virtual Reality as an Immersive Tool for Teaching Marketing Concepts

2021 ◽  
Vol 2 (1) ◽  
pp. 0-0
Keyword(s):  
Virtual Reality ◽  
Learning Outcomes ◽  
Learning Experience ◽  
New Technology ◽  
Learning Activity ◽  
Traditional Learning ◽  
Millennial Students ◽  
Business Educators ◽  
Show Evidence ◽  
Technology Educators

With the advent of Virtual Reality (VR) technology and the ubiquity of mobile devices, smartphone-based VR has become more affordable and accessible to business educators and millennial students. While millennials expect learning to be fun and prefer working with current technology, educators are constantly challenged to integrate new technology into the curriculum and evaluate the learning outcomes. This study examines the gain in learning effectiveness and students' intrinsic motivations that would result from the use of VR as compared to the use of traditional learning activity, namely think-pair and share. The results show that students who took part in the VR simulation demonstrated a better understanding of concepts and reported a better learning experience as compared to those who participated in the think-pair-share activity. In particular, the findings show evidence of higher intrinsic motivation and better learning outcomes.

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