Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments: A Review of the Literature

Hansen, Margaret

doi:10.2196/jmir.1051

Cited by 183 publications

(116 citation statements)

References 3 publications

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“…Live exercises are expensive and difficult to organize, but virtual environments may offer an accessible and economic tool to meet training needs [6] . The evolution of telecommunication technologies, web-services and software engineering has opened the virtual world with synthetic representations of reality that can help provide realistic training exercises [7][8][9] .…”

Section: Introductionmentioning

confidence: 99%

Integrative review: Virtual disaster training

Farra

Miller

2012

JNEP

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Background: A critical component of disaster preparedness is the training of the healthcare workforce. Because live disaster exercises are expensive and labor intensive, virtual reality simulation may offer a viable solution as a disaster training method. The purpose of this integrative review was to examine the scientific evidence pertaining to the efficacy of virtual reality training in disaster training of healthcare workers. Inclusion criteria were: empiric literature focused on the use of virtual reality simulation (VRS) in disaster training, written in English, peer-reviewed literature and published during the time period of 2005-June, 2012. An exclusion criterion was the use of virtual simulation for modeling the effects of disaster because these articles were not used for immersive training purposes. Methodology:A five-stage process was followed as the methodological strategy for the integrative review. These stages included identification of the problem and purposes, a defined search strategy (method), evaluation and analysis of data and the presentation of findings. A search of diverse databases was performed. These databases include PubMed, the Cumulative Index of Nursing and Allied Healthcare Literature, Education Resources Information Center, Academic Search Complete, Computer Source, and Computer/Applied Science.Results: Principle findings identified three major themes including: descriptions of the participant's VRS experiences, learning results after participation in VRS and an exploration of how knowledge construction occurs in the virtual environment. Eleven research articles were selected for inclusion in the review. Conclusions:The review found there are too few studies investigating the efficacy of VRS and disaster training. Rigorous larger studies with measurement of long-term retention are needed. There is also a need to assess the self-efficacy to act in different types of disasters, and evaluate behavioral determinates such as performance in triage, decontamination, and transport.

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Section: Introductionmentioning

confidence: 99%

Integrative review: Virtual disaster training

Farra

Miller

2012

JNEP

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“…Emerging from multi-user online games, these virtual landscapes of interacting individuals have been called the 'natural playgrounds' of young adult learners (Hansen, 2008), offering engaging, effective, rich and immersive learning experiences (Johnson, Vorderstrasse & Shaw, 2009). In terms of teaching and learning, MUVEs lend themselves to strategies that focus on interaction (with others and the environment) and role-play (Salt, Atkins & Blackall, 2008), and they are able to be used in ways that position students as active participants rather than passive observers (C. ).…”

Section: Teaching and Learning In Virtual Realitiesmentioning

confidence: 99%

“…X-rays) with the aim of improving communication, diagnosis and/or other generic and specialised clinical knowledge and skills (Hansen, 2008). One such build that is particularly relevant to the nursing and midwifery discipline is the postpartum haemorrhage clinical scenario developed by academics from the Boise State University in the US and The University of Auckland in New Zealand (Honey, Diener, Connor, Veltman & Bodily, 2009).…”

Section: Teaching and Learning In Virtual Realitiesmentioning

confidence: 99%

On the MUVE or in decline: Reflecting on the sustainability of the Virtual Birth Centre developed in Second Life

Stewart

Davis

2012

AJET

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Pressures in terms of the availability of quality, real-life clinical experiences for students have resulted in increased interest in the use of simulation in a variety of healthcare disciplines. Te wahi whanau: The birth place is a Virtual Birth Centre (VBC) that was created in Second Life in 2009 as part of the Second Life Education in New Zealand (SLENZ) initiative. It was introduced to midwifery students at two New Zealand polytechnics, with the aim of exposing the students to a birth centre environment and providing them with an opportunity to practise midwifery through immersion and engagement in a number of clinical scenarios. It has been just over two years since the development of the VBC, yet it is no longer used in the midwifery programs in which it was introduced. Using the VBC as a case study, we recount its development and critically reflect on the factors impacting on its ongoing utilisation. We believe our reflections offer useful insight into issues relating more broadly to the sustainability of MUVE-based teaching and learning projects and initiatives.

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“…[10] The prominent factors, driving the use of computers in pharmacy education, are to ease out the burden of excessive teaching on students, overcome the dwindling resource base and to capitalize on new web-based technologies. As a consequence, an organization, Pharmacy Consortium for Computer-Aided Learning (PCCAL), United Kingdom, was set up in 1992 with the sole purpose of developing computer-based and web-based software application tools for pharmacy pupils.…”

Section: Pharmaceutical E-learning: a Retrospectmentioning

confidence: 99%