Other Titles
Patient-centered care coordination: Evaluating the impact of a curricular module on student learning outcomes [Symposium]
Abstract
Session presented on Saturday, April 9, 2016:
Innovative educational strategies are needed to better prepare nurses to succeed in complex healthcare environments where quality and safety are paramount. Virtual reality software and environments such as Second Life (SL) hold potential as part of the solution by providing an innovative and interactive platform for educational experiences that simulate real world situations. This platform offers opportunities to utilize the virtual world to expose nursing students to learning in a new way. The second part of the symposium will describe how the virtual platform of Second Life was utilized for simulated role-play ambulatory care clinical experiences. The literature surrounding the use of virtual worlds for ambulatory care simulations and the development of the Ambulatory Care experiences that took place in the virtual platform of Second Life will be presented. Advances in virtual education have created an environment that presents new opportunities to help foster positive student learning and exploration; such innovations can be implemented to aid in teaching patient-centered care coordination. The PCCC curricula utilized a variety of learning platforms to provide for diverse learning experiences. The learning platforms included face-to-face patient interaction, virtual simulation, use of an electronic health record (EHR), case-based analysis, telehealth, and observational experiences. The focus of this presentation is to describe the virtual ambulatory care clinic (Second Life) experience within the context of the five PCCC learning modules. For this module, students created online avatars and engaged in an experience where they discussed concerns that accompanied clinic visits; including heart failure, diabetes, and depression. Student preparation for the virtual experience took place via a simulated electronic health record. The process of the virtual role-play simulation itself, including the facilitator's role will be discussed during this presentation. The virtual simulation role-play experience also gave students the opportunity to practice their phone-triage skills through the use a virtual role-play experience where they handled a patient phone call situation. Students found this experience to enhance the professional nursing role of patient educator. At the end of their experience, students completed a teaching plan, which further expanded the learning about the role of patient educator. Focus group discussions of the use of this technology reported enhanced learning.
Sigma Membership
Chi at-Large
Lead Author Affiliation
Bethel University, Saint Paul, Minnesota, USA
Type
Presentation
Format Type
Text-based Document
Research Approach
N/A
Keywords:
Virtual Role Play, Virtual Simulation, Patient-Centered Care Coordination
Recommended Citation
Tiffany, Jone, "Using technology to enhance student learning" (2016). NERC (Nursing Education Research Conference). 46.
https://www.sigmarepository.org/nerc/2016/presentations_2016/46
Conference Name
Nursing Education Research Conference 2016
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2016
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Using technology to enhance student learning
Washington, DC, USA
Session presented on Saturday, April 9, 2016:
Innovative educational strategies are needed to better prepare nurses to succeed in complex healthcare environments where quality and safety are paramount. Virtual reality software and environments such as Second Life (SL) hold potential as part of the solution by providing an innovative and interactive platform for educational experiences that simulate real world situations. This platform offers opportunities to utilize the virtual world to expose nursing students to learning in a new way. The second part of the symposium will describe how the virtual platform of Second Life was utilized for simulated role-play ambulatory care clinical experiences. The literature surrounding the use of virtual worlds for ambulatory care simulations and the development of the Ambulatory Care experiences that took place in the virtual platform of Second Life will be presented. Advances in virtual education have created an environment that presents new opportunities to help foster positive student learning and exploration; such innovations can be implemented to aid in teaching patient-centered care coordination. The PCCC curricula utilized a variety of learning platforms to provide for diverse learning experiences. The learning platforms included face-to-face patient interaction, virtual simulation, use of an electronic health record (EHR), case-based analysis, telehealth, and observational experiences. The focus of this presentation is to describe the virtual ambulatory care clinic (Second Life) experience within the context of the five PCCC learning modules. For this module, students created online avatars and engaged in an experience where they discussed concerns that accompanied clinic visits; including heart failure, diabetes, and depression. Student preparation for the virtual experience took place via a simulated electronic health record. The process of the virtual role-play simulation itself, including the facilitator's role will be discussed during this presentation. The virtual simulation role-play experience also gave students the opportunity to practice their phone-triage skills through the use a virtual role-play experience where they handled a patient phone call situation. Students found this experience to enhance the professional nursing role of patient educator. At the end of their experience, students completed a teaching plan, which further expanded the learning about the role of patient educator. Focus group discussions of the use of this technology reported enhanced learning.