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Simulation 255.pptx
- 1. Simulation, Virtual Worlds and Game Mechanics in Nursing Education By: https://24topmarkessays.com Place anonymous order and get professional help from 24topmarkessays.com writers. Fast turnaround and high-quality guarantees.
- 2. Introduction • Improved development of nursing information has promoted nursing education (Pellas et al., 2021). It has enabled educators to apply better education tools such as Virtual Worlds, Simulation, and Game Mechanics (McGonigle. & Mastrian, 2022). They offer an engaging, effective and efficient educational experience to promote the nursing outcome.
- 3. Simulation •Simulation refers to imitations of real circumstances or real-life events. They can be applied to facilitate practicing skills and replicable in a clinical scenario (ANA, 2022). They are usually considered less fun to use but more realistic than games.
- 6. (Koivisto et al., 2018)
- 8. Current Use in Nursing Education • Body explorer: physical reality is combined with visual reality CliniSpace: 3-dimensional representation of a health care setting • MicrosoftHoloLens: viewing is supported by wearing a mixed reality on the head. It ensures the viewing of high definition holograms (HIMSS, 2022) • ShadowHealth: It entails a digital clinical experience enabling better interaction of student nurses and their educators • Vsim: Cognitive nursing skills are applied better
- 9. Future Use in Nursing Education •Replace or improve the traditional teaching •Enhance nursing education by providing efficiency and convenience (Ghanbarzadeh & Ghapanchi, 2021). •Improving provision of skills and knowledge •Enhancing adoption of new models
- 10. Effectiveness • Ensures interactive environment • Teaches both students and their teachers to enhance knowledge • Ensures immediate feedback and realistic context • Improves self-confidence, flexibility and transparency • Offers controlled and safe environments (McGonigle. & Mastrian, 2022) • Improve efficiency and realism, and Increases knowledge
- 11. Limitations • It is costly • Requires technical skills and knowledge (ANA, 2022) • It is dynamic and keep on changing • Can be overtaken by emerging technology
- 12. References Ghanbarzadeh, R., & Ghapanchi, A. H. (2021). Uncovering educational outcomes deriving from students’ acceptance and involvement with 3D virtual worlds. Education and information technologies, 26(1), 311-337. https://doi.org/10.1007/s10639-020-10272-7 Healthcare Information and Management Systems Society [HIMSS] (2022). What Is Nursing Informatics? Retrieved from https://www.himss.org/resources/what-nursing-informatics Koivisto, J. M., Haavisto, E., Niemi, H., Haho, P., Nylund, S., & Multisilta, J. (2018). Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse education today, 60, 114-120. https://doi.org/10.1016/j.nedt.2017.10.002 McGonigle, D. & Mastrian, K. (2022). Nursing Informatics and the Foundation of Knowledge (5th ed.). Jones and Bartlett Publishers. Nanodave (2011). Collaboration and virtual worlds for Science, Technology, Healthcare. Virtual World Innovations. Retrieved from https://knowledgecast.wordpress.com/ Pellas, N., Mystakidis, S., & Christopoulos, A. (2021). A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education. Multimodal Technologies and Interaction, 5(6), 28. https://doi.org/10.3390/mti5060028 The American Nurses Association [ANA] (2022). Guidelines for using social media. Retrieved from https://www.nursingworld.org/social/