Correction: Kim et al. Effects of Nursing Simulation Using Mixed Reality: A Scoping Review. Healthcare 2021, 9, 947

Mixed reality (MR) has recently been suggested as a new educational tool for nursing simulation. However, few studies have assessed the use and evaluation of MR nursing simulations. Therefore, this review identified studies of MR nursing simulations through a scoping review using the framework proposed by Arksey and O’Malley. The studies reviewed were found through DBpia, RISS, PubMed, CINAHL, and Google Scholar. Each study was analyzed, and data were abstracted into publication characteristics, simulation program details, device use, and simulation evaluation. A total of 10 studies were reviewed. Senses that were mainly used in MR nursing simulation included audition and haptics via motion, in addition to visual information. Simulations were evaluated using various outcome variables. Knowledge was most commonly evaluated, followed by clinical performance and satisfaction. This study is significant as it analyzed trends in research on MR nursing simulations in Korea and other countries and suggested directions for the use of MR technology in nursing simulations based on the findings. Additional studies are required to develop scenarios for the effective use of MR in nursing education and to evaluate the effects of MR nursing simulations.

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Learning outcomes of the observer role in nursing simulation: a scoping review protocol

JBI Evidence Synthesis ◽

10.11124/jbisrir-d-19-00172 ◽

2020 ◽

Vol 18 (5) ◽

pp. 1051-1056 ◽

Cited By ~ 1

Author(s):

Beth A. Rogers ◽

Kathy A. Baker ◽

Alysha Sapp

Keyword(s):

Learning Outcomes ◽

Scoping Review ◽

Nursing Simulation ◽

Review Protocol

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Learning Outcomes of the Observer Role in Nursing Simulation: A Scoping Review

Clinical Simulation in Nursing ◽

10.1016/j.ecns.2020.06.003 ◽

2020 ◽

Vol 49 ◽

pp. 81-89

Author(s):

Beth Rogers ◽

Kathy A. Baker ◽

Ashley E. Franklin

Keyword(s):

Learning Outcomes ◽

Scoping Review ◽

Nursing Simulation

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The use of eye tracking technology to explore learning and performance within virtual reality and mixed reality settings: a scoping review

Interactive Learning Environments ◽

10.1080/10494820.2019.1702560 ◽

2019 ◽

pp. 1-13

Author(s):

Natasha Anne Rappa ◽

Susan Ledger ◽

Timothy Teo ◽

Kok Wai Wong ◽

Brad Power ◽

...

Keyword(s):

Virtual Reality ◽

Eye Tracking ◽

Scoping Review ◽

Mixed Reality ◽

And Performance ◽

Tracking Technology ◽

Learning And Performance

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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