Abstract
The changing landscape of academia with tightening clinical access for nursing students has led to innovation in nursing programs worldwide. Designing innovative, engaging classroom and practice experiences for nursing students to meet this changing landscape was achieved by developing 3D virtual simulation learning experiences in community health and leadership/management. The community health and leadership/management virtual simulations were imagined, designed, developed, and beta tested prior to introduction in the online classroom. These virtual simulations were built by the University's committed interprofessional academicians, instructional designers, and 3D virtual world multi-player, multi-user simulation experts. The goal was to create immersive and realistic simulation experiences for nursing students in a private and secure academic environment owned by the university. The simulated environment is accessible 24/7 with technical support. Virtual practice experiences are logged in real time using the student's name (unique login and password protected access) to minimize fabrication and support data analysis. For example, data gathered includes time in location, repeated attempts to competency, and capacity to verify student documentation with interaction in the 3D virtual world. Student and faculty feedback; and course metrics assessed the effectiveness of developing and implementing virtual simulations in nursing education. This included formative and summative assessments providing outcomes data to support continued use and ongoing development. Discussion will include development and use of formative and summative assessments to document achievement of program learning outcomes in one nursing program. Example metrics and data analysis outcomes that support ongoing use and development of virtual simulations will be presented.
Sigma Membership
Unknown
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Simulation, Virtual, Community Health
Recommended Citation
Leiker, Tona and Whitham, Karen R., "Assessing student achievement of learning outcomes using a 3D community health virtual simulation program" (2016). General Submissions: Presenations (Oral and Poster). 74.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/74
Conference Name
International Nursing Association for Clinical Simulation and Learning Annual Conference 2016
Conference Host
International Nursing Association for Clinical Simulation and Learning
Conference Location
Grapevine, Texas, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Assessing student achievement of learning outcomes using a 3D community health virtual simulation program
Grapevine, Texas, USA
The changing landscape of academia with tightening clinical access for nursing students has led to innovation in nursing programs worldwide. Designing innovative, engaging classroom and practice experiences for nursing students to meet this changing landscape was achieved by developing 3D virtual simulation learning experiences in community health and leadership/management. The community health and leadership/management virtual simulations were imagined, designed, developed, and beta tested prior to introduction in the online classroom. These virtual simulations were built by the University's committed interprofessional academicians, instructional designers, and 3D virtual world multi-player, multi-user simulation experts. The goal was to create immersive and realistic simulation experiences for nursing students in a private and secure academic environment owned by the university. The simulated environment is accessible 24/7 with technical support. Virtual practice experiences are logged in real time using the student's name (unique login and password protected access) to minimize fabrication and support data analysis. For example, data gathered includes time in location, repeated attempts to competency, and capacity to verify student documentation with interaction in the 3D virtual world. Student and faculty feedback; and course metrics assessed the effectiveness of developing and implementing virtual simulations in nursing education. This included formative and summative assessments providing outcomes data to support continued use and ongoing development. Discussion will include development and use of formative and summative assessments to document achievement of program learning outcomes in one nursing program. Example metrics and data analysis outcomes that support ongoing use and development of virtual simulations will be presented.