Introduction: Virtual humans have expanded the training opportunities available to healthcare learners. Particularly, virtual humans have allowed simulation to display visual cues that were not previously possible in other forms of healthcare training. However, the effect of virtual human fidelity on the perception of visual cues is unclear. Therefore, we explore the effect of virtual human rendering style on the perceptions of visual cues in a healthcare context.Methods: To explore the effect of rendering style on visual cues, we created a virtual human interface that allows users to interact with virtual humans that feature different rendering styles. We performed a mixed design user study that had undergraduate healthcare students (n = 107) interact with a virtual patient. The interaction featured a patient experiencing an allergic reaction and required trainees to identify visual cues (patient symptoms). The rendering styles explored include a 3D modeled virtual human and an AI generated photorealistic virtual human. Visual cues were applied using a Snapchat Lens.Results: When users are given a frame of reference (users could directly compare symptoms on both rendering styles), they rated the realism and severity of the photorealistic virtual human’s symptoms significantly higher than the realism of the 3D virtual human’s symptoms. However, we were unable to find significant differences in symptom realism and severity ratings when users were not given a frame of reference (users only interacted with one style of virtual humans). Additionally, we were unable to find significant differences in user interpersonal communication behaviors between the 3D and photorealistic rendering styles.Conclusion: Our findings suggest 1) higher fidelity rendering styles may be preferred if the learning objectives of a simulation require observing subtle visual cues on virtual humans and 2) the realism of virtual human rendering style does not necessarily affect participants’ interpersonal communication behaviors (time spent, questions asked).
Effective communication among healthcare professionals is critical to delivering safe, high-quality patient care. One important real-world skill that nursing students must acquire is generating accurate handoff communication reports. The central aim of this study was to build, assess, and revise a virtual experience simulation that allows nursing students to observe a standardized clinical situation in an immersive environment and then practice the situation-background-assessment-recommendation communication method. This between-groups experimental study, which was modified in light of COVID-19 concerns, evaluated how well 69 prelicensure nursing students understood a handoff communication report after viewing a virtual human patient and nurse interact during a triage assessment scenario. Results indicate student comprehension levels did not differ based on which of two metacognitive learning strategies was used. Participants in both study groups were able to accurately complete a situation-background-assessment-recommendation instrument based on the virtual experience. Further, they believed that watching a virtual nurse perform a triage assessment would help them perform one themselves in a similar virtual environment. There was also an unexpected study finding related to patient safety within the context of the simulation. This finding warrants further research that will lead to revision of the virtual experience used to train future nurses.
Introduction Changes in nursing, health care, and education warrant continued pedagogical innovations. Faculty are challenged to develop many innovative strategies in the clinical and simulation laboratory setting. Intentional simulation-based learning experiences are one method to prepare new graduates for nursing practice. Methods One college integrated intentional simulation-based learning experiences as an improvement strategy in a newly transformed undergraduate nursing curriculum, from mapping through evaluation and revision. Simulation-based learning experiences that were intentionally mapped, organized, and interactive enhanced the teaching and learning needs of students and faculty. Conclusion The positive outcomes from this curricular transformation serve as a platform for continuous improvement for future approaches to nursing education. This affirmed that the key to transforming a nursing curriculum encompasses intentional mapping, evaluation, and revision.
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