Nurse education in practice · 2025
An overview and critical analysis: A discussion paper on technological innovations in nursing education.
СтатьяНазвание и аннотация: Перевод в очереди
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Schultz Celeste, Nepomuceno Anthony, Kim Inki
Аннотация
AIM: We aim to a) offer an overview of eXtended Reality (XR) and intelligent computing; b) present a framework to evaluate XR and intelligent computing in replicating real-world patient care experiences; and c) evaluate the qualities and abilities that XR and intelligent computing meet student's learning needs and capacity, producing safe, competent patient care and critical thinking skills.
BACKGROUND: Although hands-on simulation has been shown to be comparable to traditional patient care in attaining clinical and critical thinking skills, little is known is known about how well XR and intelligent computing meet the learning styles and preferences of students and attainment of procedural and critical thinking skills necessary to be safe competent health professionals.
DESIGN: Design-based research METHODS: Identification of gap in use of immersive technology in teaching and generation of theoretical conjecture, reiterative conjecture and reflection on design principles and processes of teaching-learning.
RESULTS: XR provides varying levels of immersion, presence, interactivity and causability. XR is well suited for learning processes and procedures. Intelligent computer systems provide immersion, presence, interactivity, causability and adaptability. Intelligent computing may be better suited to support the development of critical thinking.
CONCLUSION: Nursing faculty need to consider which immersive technologies can provide a bridge between didactic and clinical experience that best supports experiential learning. Further research is needed to better understand pedagogical practices and strategies that are best suited for XR and intelligent computing to prepare safe, competent nurses.
BACKGROUND: Although hands-on simulation has been shown to be comparable to traditional patient care in attaining clinical and critical thinking skills, little is known is known about how well XR and intelligent computing meet the learning styles and preferences of students and attainment of procedural and critical thinking skills necessary to be safe competent health professionals.
DESIGN: Design-based research METHODS: Identification of gap in use of immersive technology in teaching and generation of theoretical conjecture, reiterative conjecture and reflection on design principles and processes of teaching-learning.
RESULTS: XR provides varying levels of immersion, presence, interactivity and causability. XR is well suited for learning processes and procedures. Intelligent computer systems provide immersion, presence, interactivity, causability and adaptability. Intelligent computing may be better suited to support the development of critical thinking.
CONCLUSION: Nursing faculty need to consider which immersive technologies can provide a bridge between didactic and clinical experience that best supports experiential learning. Further research is needed to better understand pedagogical practices and strategies that are best suited for XR and intelligent computing to prepare safe, competent nurses.