One way in which nursing students may build their practice is through reflective learning from stories. Stories in children's literature offer a special source of narratives that enable students to build empathy and to examine and reconstruct their personal concepts around human experience. Illustrated storybooks written for children are a particularly attractive teaching resource, as they tend to be short, interesting, colourful and easy to read. Yet, little has been written about using such books as a reflective learning tool for nursing students. In this article we describe how we use two children's books and McDrury and Alterio's (2002) 'Reflective Learning through Storytelling' model to educate first year nursing students about loss, grief and death.

Sense of community has four elements: 1) membership, 2) influence, 3) integration and fulfillment of needs, 4) shared emotional connection. It is a term often used in relation to a geographic location, as in a neighbourhood, town or region. However, the concept encompasses much more than location and is often extended to include the work environment and relationships people build with co-workers. Scant attention has been paid to developing and testing the construct among nursing communities. This study explores how a theoretical conceptualisation of sense of community applies to nurses; describes the development of the Nurse Sense of Community Index (NSCI), and reports the results of a survey (N = 672) of New Zealand nurses.Key findings relate to high membership and low influence subscale scores, low levels of sense of community among the youngest nurses, and high levels among those working in speciality areas (i.e., small, close-knit workplaces). In addressing these issues it is recommended that early-career nurses be placed in smaller sized workplaces or teams and that preceptor and mentor programmes be used to enhance the development of sense of community among mid-career nurses. Significantly, findings demonstrate the presence of a sense of community among nurses and provide evidence that the NSCI reliably measures the construct.

Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor TM , an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student's knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students' learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor TM . Methods:The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey. Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor TM technology challenged many, but skills improved over the year. Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.

In 2019, two standardised holographic patients viewed through a mixed-reality (MR) HoloLens headset were used in a structured learning activity to develop clinical reasoning skills among second-year nursing students (N=99, 94%). Quantitative results indicated that all students felt that being able to closely view holographic patients enhanced their learning experience. Qualitative results showed that the best feature of the MR technology was being able to clinically assess the patient in a safe facilitated environment. Further analysis revealed that students were at the ‘beginning’ or ‘developing’ skill level of the vpLCJR. These findings confirm that using standardized holographic patients offers a dynamic and effective experience for students and helps students to develop clinical reasoning and judgement skills. The technology also allows educators to determine a student’s development of clinical judgement skills and tailor learning experiences to further develop these skills.

Objective: The purpose of this exploratory and descriptive study was to evaluate the student experience of using the Microsoft HoloLens® headsets and the HoloPatient application (app) to perform a nursing assessment of Jerry, a life-sized hologram of a young man admitted to Emergency Department following a mountain bike accident.Methods: Setting: The research was conducted in 2019 in a New Zealand School of Nursing. Participants were undergraduate (pre-licensure) students (N = 121) enrolled in a 3-year Bachelor of Nursing degree programme. The study was conducted before students went on their first hospital-based clinical placement. Methods: The researchers designed a tutorial that guided students through the first five steps of the clinical reasoning cycle (i.e., look, collect, process, decide, plan) and collect cues and information about Jerry’s condition which worsens as he develops anaphylactic shock. Tutorials were conducted during the week immediately preceding the first clinical placement to assist students to develop clinical reasoning and nursing assessment skills.Results: Data were collected via a post-activity pen and paper survey. Quantitative data showed that this technology enhanced learning. Thematic analysis identified 17 advantages of using holograms, including realism, a reduced level of self-consciousness, and better preparation for clinical practice. Disadvantages mostly related to technical projection issues such as blurry image quality.Conclusions: These findings indicate that spending time carefully observing, and processing information provided via a hologram assisted novice nurses to develop clinical reasoning skills, thereby increasing readiness for the clinical setting.