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Evaluating the Impact of a Virtual Emergency Room Simulation for Learning

Evaluating the Impact of a Virtual Emergency Room Simulation for Learning

Luke Rogers, Charlynn Miller, Sally Firmin
Copyright: © 2012 |Pages: 21
ISBN13: 9781613501894|ISBN10: 1613501897|EISBN13: 9781613501900
DOI: 10.4018/978-1-61350-189-4.ch007
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MLA

Rogers, Luke, et al. "Evaluating the Impact of a Virtual Emergency Room Simulation for Learning." Professional Education Using E-Simulations: Benefits of Blended Learning Design, edited by Dale Holt, et al., IGI Global, 2012, pp. 100-120. https://doi.org/10.4018/978-1-61350-189-4.ch007

APA

Rogers, L., Miller, C., & Firmin, S. (2012). Evaluating the Impact of a Virtual Emergency Room Simulation for Learning. In D. Holt, S. Segrave, & J. Cybulski (Eds.), Professional Education Using E-Simulations: Benefits of Blended Learning Design (pp. 100-120). IGI Global. https://doi.org/10.4018/978-1-61350-189-4.ch007

Chicago

Rogers, Luke, Charlynn Miller, and Sally Firmin. "Evaluating the Impact of a Virtual Emergency Room Simulation for Learning." In Professional Education Using E-Simulations: Benefits of Blended Learning Design, edited by Dale Holt, Stephen Segrave, and Jacob L. Cybulski, 100-120. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-189-4.ch007

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Abstract

This study explored the value of Second Life as a clinical simulation platform for healthcare students. Participants were exposed to the Critical Life simulation and worked in teams within the simulation. Pre- and post-surveys and interviews were used to gauge responses to participation, level of use of online tools and gaming, and input about the experience of using the simulation. The main findings from the study were that participants had positive and realistic experiences using Critical Life as a collaborative learning tool; participants agreed that Critical Life would assist them in developing technical and non-technical skills; participants were not deterred by the technology and perceived they would use it in their own time; and participants agreed that the simulation was able to incorporate effective learning strategies that may improve clinical judgment. Interviews revealed that the participants enjoyed working in virtual teams suggesting that in healthcare education, virtual simulations have potential for use across multiple campuses and universities.

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