Abstract
The purpose of this chapter is to describe the design of a live emergency room simulation for nurse practitioners using augmented reality and virtual reality. The authors describe the specific design and development procedures including (1) the design of a learning analytic system for formative and summative assessment, (2) the design of the virtual space for the live event, (3) the development of a timed script for the emergency room event, and (4) the development of the virtual world in Second Life. The authors also define all the design decisions based on research on the cognitive theories that support the development of advanced problem-based learning curriculum, research of virtual immersive learning environments, and research on virtual simulations used to develop advanced skills and knowledge.
TopBackground
A study by John Hopkins found that 250,000 deaths per year in the U.S. are due to medical errors (Daniel, 2016). This makes medical errors the 3rd leading cause of death in the U.S. Researchers have shown that improved live training programs can prevent medical errors because of limited experience in responding to live events that replicate the types and qualities of thinking and decision-making needed by medical personnel to reduce errors in live events (Kohn et al., 2000; Shah et al., 2020).
The Institute of Medicine’s 2003 Report, Health Professions Education: A Bridge to Quality, was prompted by the 2002 Health Professions Education (HPE) Summit. The Summit was organized in response to the Institute of Medicine's report To Err is Human, which revealed the chasm between quality care and patient safety in the United States. The HPE report concluded that nurses, doctors, and other allied health professionals lack the education and training necessary to meet 21st-century healthcare needs. The report urged all health professionals to develop proficiency in five common core competencies, specifically: delivering patient-centered care, working as interdisciplinary teams, practicing evidence-based medicine, focusing on quality improvement, and using information technologies (Kohn et al., 2003).
Key Terms in this Chapter
Advanced Decision Making: The learner response to the information deemed critical and involves the integration of critical thinking and the advanced knowledge or skills required to be successful.
Critical Thinking: A cognitive process that requires the learner to consider the information and make decisions concerning it's relevance in their response to the problem or issue.
Problem-Based Learning: A learning model that is designed to engage learners in responding to a problem or issue designed to develop advanced cognitive skills.
Immersive Learning Environment: A learning setting where students engage in live learning events without direct instruction.