Patient-embodied virtual reality as a learning tool for therapeutic communication skills among anaesthesiologists: A phenomenological study

Hoek, K.B.; Velzen, M. van; Sarton, E.Y.

doi:10.1016/j.pec.2023.107789

Cited by 9 publications

(2 citation statements)

References 42 publications

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“…These features make the VP cases the teaching tool and various health institutions have started using similar systems for pre-service training for many years [7][8][9]. The literature indicates that VP cases can help learners acquire communication and clinical reasoning skills, but many authors attribute the use of VP cases to especially training clinical reasoning skills [10][11][12].…”

Section: Virtual Patient Casesmentioning

confidence: 99%

Enhancing Continuous Professional Development: Virtual Patient Cases as a Learning Strategy for Nurses at Primary Health Care in Rwanda: a quasi-experimental design

Nyiringango,

Fors,

Forsberg

et al. 2023

Preprint

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Background: In Rwanda, nurses manage all primary care at health centres, and therefore are, their clinical reasoning skills important. In this study, a web-based software that allows the creation of virtual patient cases (VP cases) has been used for studying the possibility of using VP cases for the continuous professional development of nurses in primary health care in Rwanda. Previous studies in pre-service education have linked VP cases with the enhancement of clinical reasoning, a critical competence for nurses. This study investigated the feasibility of continuous professional development through VP cases to further train in-service nurses in clinical reasoning. Method: The study used a quasi-experimental design of a pre-post test. Initially, seventy-three participants completed a questionnaire as part of the pre-test phase, subsequently invited to engage with all four VP cases, and finally responded to the post-test questionnaire evaluating clinical reasoning skills. Fifty-six participants successfully completed the entire study process and were considered in the analysis. The primary outcomes of this study were evaluated using a paired t-test for the statistical analysis. Results: The results show that the mean score of clinical reasoning increased significantly from the pre-test to the post-test for all four illness areas (p<0.001). The study findings showed no statistically significant difference in participants’ scores based on demographic factors, including whether they worked in urban or rural areas. Conclusion and recommendation: Utilizing Virtual Patient cases appears to significantly enhance the continuous professional development of nurses, fostering a deliberate learning process that enables them to reflect on how they manage cases and, in turn, refine their clinical reasoning skills. This study strongly recommends incorporating VP cases in the continuous professional development of nurses at the primary health level (health centres). This is especially pertinent in a context where nurses are required to perform diagnostic processes similar to those employed by physicians.

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Section: Virtual Patient Casesmentioning

confidence: 99%

Enhancing Continuous Professional Development: Virtual Patient Cases as a Learning Strategy for Nurses at Primary Health Care in Rwanda: a quasi-experimental design

Nyiringango,

Fors,

Forsberg

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…VP uses a computer or tablet screen that allows the users to conduct a complete patient history, make a physical examination, request laboratory or imaging examination, make a diagnosis, and thereafter make a management plan [ 5 , 6 ]. The literature indicates that VP cases can help learners acquire communication and clinical reasoning skills, but many authors attribute the use of VP cases to especially training clinical reasoning skills [ 7 – 9 ]. A VP case reflects real patient case scenarios where software responds to the asked question as a patient could do and this feature provides a realistic and engaging learning environment in health education [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Enhancing clinical reasoning for management of non-communicable diseases: virtual patient cases as a learning strategy for nurses in primary healthcare centers: a pre-post study design

Nyiringango,

Fors,

Forsberg

et al. 2024

BMC Med Educ

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Background In Rwanda, nurses manage all primary care at health centres, and therefore are their clinical reasoning skills important. In this study, a web-based software that allows the creation of virtual patient cases (VP cases) has been used for studying the possibility of using VP cases for the continuous professional development of nurses in primary health care in Rwanda. Previous studies in pre-service education have linked VP cases with the enhancement of clinical reasoning, a critical competence for nurses. This study investigated the feasibility of continuous professional development through VP cases to further train in-service nurses in clinical reasoning. Method The study used a pre-post test design. Initially, seventy-six participants completed a questionnaire as part of the pre-test phase, subsequently invited to engage with all four VP cases, and finally responded to the post-test questionnaire evaluating clinical reasoning skills. Fifty-six participants successfully completed the entire study process and were considered in the analysis. The primary outcomes of this study were evaluated using a paired t-test for the statistical analysis. Results The results show that the mean score of clinical reasoning increased significantly from the pre-test to the post-test for all four illness areas (p < 0.001). The study findings showed no statistically significant difference in participants’ scores based on demographic factors, including whether they worked in urban or rural areas. Conclusion and recommendation Utilizing VP cases appears to significantly enhance the continuous professional development of nurses, fostering a deliberate learning process that enables them to reflect on how they manage cases and, in turn, refine their clinical reasoning skills. This study strongly recommends incorporating VP cases in the continuous professional development of nurses at the primary health level (health centers). This is especially pertinent in a context where nurses are required to perform diagnostic processes similar to those employed by physicians.

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Critical soft skill competencies that clinical nurse educators consider important to evaluate in nurses

Song,

Lafond,

Vincent

et al. 2024

Nursing Open

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AimGuided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric.Background/IntroductionNurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice.MethodsThis qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One‐to‐one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies.FindingsFive main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators.ConclusionThis study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses.Implications for the profession and/or patient careThe soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care.No patient or public contribution is required for this study.

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Patient-embodied virtual reality as a learning tool for therapeutic communication skills among anaesthesiologists: A phenomenological study

Cited by 9 publications

References 42 publications

Enhancing Continuous Professional Development: Virtual Patient Cases as a Learning Strategy for Nurses at Primary Health Care in Rwanda: a quasi-experimental design

Enhancing Continuous Professional Development: Virtual Patient Cases as a Learning Strategy for Nurses at Primary Health Care in Rwanda: a quasi-experimental design

Enhancing clinical reasoning for management of non-communicable diseases: virtual patient cases as a learning strategy for nurses in primary healthcare centers: a pre-post study design

Critical soft skill competencies that clinical nurse educators consider important to evaluate in nurses

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