Virtual Interactive Practice: a strategy to enhance learning and competence in health care students.
This paper reports the processes and initial outcomes of a pilot study which investigated a week long 'virtual' children's ward experience for nursing students. Providing sufficient and meaningful experiences which enable students to quickly and effectively achieve competence in diverse areas of practice is often frustrated by the realities of available clinical experiences. Our response to this challenge was to more fully exploit and evaluate technologies which can be used to provide these learning experiences. Students experienced 'real time' scenario based work involving SIM-MAN; interactive information technology scenarios, critical incidents, master classes, video conferencing, and observational skill development exercises. Evaluation methodologies included observation of student performance, competence self rating scales; analysis of videotaped performance episodes and other data generated through the learning activities and lived experience accounts of participants. Initial findings indicate (1) statistically significant improvements in student competence measured through self reports; and (2) evidence of improvement gleaned from observed accounts, video analysis and qualitative evaluative comments. The final outcomes, including work with a control group, will be available for Conference.
Gobbi
Mary
M
University of South Hampton School of Nursing and Midwifery, Highfield, England. M.O.Gobbi@soton.ac.uk
Monger
Eloise
E
Watkinson
Graham
G
Spencer
Anne
A
Weaver
Mike
M
Lathlean
Judith
J
Bryant
Stephanie
S
D002983:Clinical Competence; D003198:Computer Simulation; D003194:Computer-Assisted Instruction; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004739:England; D006801:Humans; D007858:Learning; D016544:Patient Simulation; D010371:Pediatric Nursing / Q000193:education*; D010865:Pilot Projects; D018794:Problem-Based Learning