David Gillham Et Al 2008


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Session B - Bradley

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David Gillham Et Al 2008

  1. 1. Online Simulation: Promoting student engagement in learning and assessment <ul><li>David Gillham </li></ul><ul><ul><li>Nursing and Midwifery (SONM) </li></ul></ul><ul><ul><li>University of South Australia </li></ul></ul><ul><ul><li>City East Campus </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Professor Helen McCutcheon </li></ul><ul><ul><li>Nursing and Midwifery </li></ul></ul><ul><ul><li>University of South Australia </li></ul></ul><ul><ul><li>City East Campus </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Colleen Smith </li></ul><ul><ul><li>Nursing and Midwifery </li></ul></ul><ul><ul><li>University of South Australia </li></ul></ul><ul><ul><li>City East Campus </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul><ul><li>Tahereh Ziaian </li></ul><ul><ul><li>Nursing and Midwifery </li></ul></ul><ul><ul><li>University of South Australia </li></ul></ul><ul><ul><li>City East Campus </li></ul></ul><ul><ul><li>[email_address] </li></ul></ul>Experience. The Difference .
  2. 2. This presentation <ul><li>Overview of the project </li></ul><ul><li>The online simulation resource </li></ul><ul><li>Student engagement and assessment </li></ul><ul><li>Evaluation findings </li></ul><ul><li>Cultural Scenarios </li></ul>Experience. The Difference .
  3. 3. Project Overview   <ul><li>Development and integration of scenario based learning resources (Individualised Client Assessment –ICA) into the online Bachelor of Nursing (BN) program at UniSA. </li></ul><ul><ul><li>Traditional approach </li></ul></ul><ul><ul><li>Online simulation approach (Kindley 2002) </li></ul></ul>Kindley R (2002) The Power of Simulation-based e-Learning (SIMBEL) The eLearning Developers Journal. The ELearning Guild, Sept 17 (2002), p.1-8.
  4. 4. What we wanted to achieve <ul><li>To provide students with practice based learning opportunities through the presentation of simulated clinical decision making </li></ul><ul><li>To promote student engagement through linking relevant online practice content to student assessment </li></ul><ul><li>To further develop learning and teaching resources </li></ul><ul><ul><li>for diverse student groups. </li></ul></ul><ul><ul><li>to assist students to develop knowledge and skills relevant to culturally sensitive health care practices </li></ul></ul><ul><li>  </li></ul>Experience. The Difference .
  5. 5. Online Simulation Resource <ul><li>Individualised Client Assessment (ICA) website </li></ul><ul><li>Comprises </li></ul><ul><ul><li>10 main topics each addressing a body system </li></ul></ul><ul><li>Components </li></ul><ul><ul><li>Text-based prompts </li></ul></ul><ul><ul><li>Video clips of expert nurse interviews </li></ul></ul><ul><ul><li>Video clips of patient history and assessment interviews </li></ul></ul><ul><ul><li>Decision pathways </li></ul></ul><ul><ul><li>Text and video presentations of client scenarios addressing cultural sensitive health practices </li></ul></ul>Experience. The Difference .
  6. 6. Promoting student engagement <ul><li>The ICA was linked to student assessment by having each first year student: </li></ul><ul><ul><li>Work through the ICA including the decision pathways </li></ul></ul><ul><ul><li>Further develop a history and assessment form </li></ul></ul><ul><ul><li>Conduct a client assessment using the form they developed </li></ul></ul><ul><ul><li>Write a reflective paper describing the </li></ul></ul><ul><ul><ul><ul><ul><li>What </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>So what </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Now what </li></ul></ul></ul></ul></ul>Experience. The Difference .
  7. 7. Evaluation <ul><li>The evaluation included the use of: </li></ul><ul><li>An online student evaluation questionnaire </li></ul><ul><li>Online discussion transcripts </li></ul><ul><li>Student focus group feedback </li></ul>Experience. The Difference .
  8. 8. Evaluation Results: Questionnaire <ul><li>Very positively valued: </li></ul><ul><li>“ Extremely interesting and useful. It will be something I will continue to refer back to..” </li></ul><ul><li>“ Good website and will no doubt be a valuable tool for me for a long time....” </li></ul><ul><li>“ Thought this was a fabulous site with a lot of relevant information”. </li></ul><ul><li>“ I thought it was great! It provided so much relevant information”.   </li></ul>Experience. The Difference .
  9. 9. Evaluation Results: Questionnaire <ul><li>Comments that suggested further work: </li></ul><ul><li>• Complexity: </li></ul><ul><li>“ While I thought it was an excellent website, I felt it was almost another whole subject in its self. Many of the links took one to very extensive websites , and I found it very time consuming , as well as keeping up with the lectures and other weekly work load. </li></ul><ul><li>“ I do not have good internet access , so I had to spend a lot more time coming into the campus to try and use a computer here” </li></ul><ul><li>  </li></ul>Experience. The Difference .
  10. 10. Evaluation Results: Questionnaire <ul><li>Accessibility: </li></ul><ul><li>“ I do not have good internet access , so I had to spend a lot more time coming into the campus to try and use a computer here”. </li></ul><ul><li>  </li></ul><ul><li>“ This is quite a good website, although I had some trouble watching the videos ”. </li></ul><ul><li>“… great source of reference, bit slow to upload on my computer at home made it a little frustrating”. </li></ul>Experience. The Difference .
  11. 11. Feedback: Online discussion transcripts <ul><li>Very positively valued: </li></ul><ul><li>“ I found the website very useful in stating many ailments I hadn't heard of or didn't relate to respiratory or cardiac disorders before. It reminded me how important it is to keep looking, listening and observing the client whilst asking questions at the same time. </li></ul><ul><li>“ I have found the website very valuable like [student name] in the fact that it is great to hear the information and see someone, rather than just reading text after text. I have found this 10 times better and really helpful when it comes to my understanding and the way I learn. I need written, visual and hands on! ..” </li></ul>Experience. The Difference .
  12. 12. Student focus group feedback <ul><li>Very positively valued: </li></ul><ul><li>“ Text content was straightforward , with multiple choice questions and answers helpful”. </li></ul><ul><li>“ The video of the registered nurse was of good quality and easy to understand”. </li></ul><ul><li>“ The inclusion of everyday hospital language was valuable”. </li></ul><ul><li>“ The video and multiple choice combination was very effective”. </li></ul>Experience. The Difference .
  13. 13. Student focus group feedback <ul><li>Examples of poor practice were identified as valuable learning exercises </li></ul><ul><li>Students regarded the video as a realistic alternative to conventional procedural videos. </li></ul><ul><li>Students indicated that the ICA was an extensive resource well worth working through. </li></ul><ul><li>The use of subtitles to illustrate expert and/or patient thinking was unanimously identified as an excellent feature. </li></ul>Experience. The Difference .
  14. 14. Cross Cultural Component <ul><li>Cultural issues addressed: </li></ul><ul><li>Cultural appropriateness </li></ul><ul><li>Non verbal communication </li></ul><ul><li>Language and Interpreting issues </li></ul><ul><li>Cultural knowledge </li></ul><ul><li>Religious practices </li></ul>Experience. The Difference .
  15. 15. Bad Practice - Discharge Experience. The Difference .
  16. 16. Issues addressed in the bad practiced scenario <ul><li>Language issues </li></ul><ul><li>Respect </li></ul><ul><li>Explain </li></ul><ul><li>Understanding of patient’s position </li></ul><ul><li>Power relationship (standing position) </li></ul><ul><li>Listening skills </li></ul><ul><li>Attention to patient’s non-verbal communication (active attention) </li></ul>Experience. The Difference .
  17. 17. Good Practice - Discharge Experience. The Difference .
  18. 18. Issues addressed in the good practiced scenario <ul><li>Medical explanation </li></ul><ul><li>Appropriate concepts (i.e. social worker) </li></ul><ul><li>Religious implications </li></ul><ul><li>Follow-up medical treatment plan </li></ul>Experience. The Difference .
  19. 19. Patient’s View Experience. The Difference .
  20. 20. Summary <ul><li>Strengths: </li></ul><ul><li>Good groundwork for linking online learning with high and medium fidelity simulation. </li></ul><ul><li>Extensive online resources developed </li></ul><ul><li>Good assessment integration </li></ul><ul><li>Limitations </li></ul><ul><li>Video access </li></ul><ul><li>Limited wiki work </li></ul><ul><li>From here: </li></ul><ul><li>Refine transcultural content </li></ul><ul><li>Publish, complete final report </li></ul><ul><li>Continue undergraduate use </li></ul><ul><li>Further grants </li></ul>Experience. The Difference .
  21. 21. Websites <ul><li>Entire project and second year version </li></ul><ul><li>http://www.unisanet.unisa.edu.au/learn/UniSAnet-3/?PATH=/Resources/Nurse%2DHistoryAssessment/NHA/&default=Welcome.htm </li></ul><ul><li>First year version </li></ul><ul><li>http://www.unisanet.unisa.edu.au/learn/UniSAnet-1/?PATH=/Resources/Nurse%2DHistoryAssessment/Nursing+History+and+Assessment+First+Year/&default=Welcome.htm </li></ul><ul><li>Project home page </li></ul><ul><li>http://www.unisanet.unisa.edu.au/learn/NRCnursmid/?PATH=/Resources/Nurse%2DHistoryAssessment/Scenariation+Grant+Home+Page/&default=Welcome+and+noticeboard.htm </li></ul>Experience. The Difference .