Simulation in the Internet age: The place of Web-based simulation in nursing education. An integrative review

The Evidence in Simulation-Based Learning Experiences in Nursing Education and Practice: An Umbrella Review

Design principles for simulation games for learning clinical reasoning: A design-based research approach.

Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.

Game‐Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life

Background The use of serious gaming in a virtual world is a novel pedagogical approach in nursing education. A virtual gaming simulation was implemented in a health assessment class that focused on mental health and interpersonal violence. The study's purpose was to explore students' experiences of the virtual gaming simulation. Method Three focus groups were conducted with a convenience sample of 20 first-year nursing students after they completed the virtual gaming simulation. Results Analysis yielded five themes: (a) Experiential Learning, (b) The Learning Process, (c) Personal Versus Professional, (d) Self-Efficacy, and (e) Knowledge. Conclusion Virtual gaming simulation can provide experiential learning opportunities that promote engagement and allow learners to acquire and apply new knowledge while practicing skills in a safe and realistic environment. [J Nurs Educ. 2017;56(5):274-280.].

Virtual Gaming Simulation in Nursing Education: A Focus Group Study.

This integrative review explored the use of avatars and virtual worlds in education, synthesizing the articles and findings and presenting implications for nurse educators. Evaluation of available publications concluded that avatars allow students to practice in a safe environment, enhancing learning. The need now is for faculty who use avatars and virtual worlds in their teaching to plan more robust outcomes assessment that evaluates if the acquired knowledge of students, met program objectives, and achieved improved patient outcomes.

Marcella Miller

Papers

Avatars in nursing: an integrative review.