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|a RT79.S65 2012_SmithLisa |2 BU-Local |
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|a Teaching critical nursing skills : the influence of 3D virtual world simulation in a mock code scenario |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xiii, 154 leaves ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 121-132). |
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|a Copyright Lisa G. Smith. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Educational methods are changing based on the learning needs of the 21st century student. Traditionally, students perform simulation activities on mannequins in a laboratory setting. However, because of technological advances, simulations can be conducted in settings called virtual worlds. Nursing is challenged with developing methods that address critical skills to achieve competence in nursing. Other disciplines have used high fidelity (HF) and virtual reality as an effective method to simulate critical skills. Nursing uses high fidelity to simulate critical skills but is unable to justify the effectiveness of virtual reality as an educational approach. Purpose: To determine if a 3D virtual world (VW) simulation was an effective learning method for simulating critical nursing skills. This study explored nursing student satisfaction, self-confidence, and how important simulation design factors are with high fidelity and virtual reality simulation methods in a mock code scenario. Theoretical Framework: This study used Situated Cognition Framework by Paige and Daley. Methods: This was a descriptive, quasi-experimental single group nonrandomized design with subjects as their own controls. Data were collected from a convenience sample of 59 second-year associate degree nursing students between the ages of 20 to 61 from a state college in southeast Florida. Results: Students were more satisfied with the HF simulation than with the virtual simulation. However, students with prior gaming experience were more satisfied with the virtual simulation than students with no prior gaming experience. Student self-confidence was not significantly different between the high-fidelity and virtual simulation platforms. And finally, there was not a significant difference in overall importance of simulation design factors between the high-fidelity and the virtual simulation platforms. Conclusions: Although student satisfaction with virtual simulation was not as high as it was with high-fidelity simulation, the virtual satisfaction scores were strong. Also, satisfaction with virtual simulation was not affected by age or ethnicity. Because virtual simulation remains an emerging platform, a 3D VW may be an appropriate platform for nursing education simulations. This method should continue to be explored for effectiveness and appropriate use in nursing education curriculum. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching |x United States. |
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|a Three-dimensional imaging. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001918/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/19/18/00001/RT79_S65 2012_SmithLisathm.jpg |
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|a Theses and Dissertations |
