Communication skills training using virtual reality: A descriptive qualitative study

Shorey, Shefaly; Ang, Emily; Ng, Esperanza Debby; Yap, John; Lau, Lydia Siew Tiang; Chui, Chee-Kong

doi:10.1016/j.nedt.2020.104592

Cited by 53 publications

(85 citation statements)

References 15 publications

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“…The impact of communication training interventions is difficult to measure among nurses ( Kerr et al, 2020 ) and the COMFORT COVID-19 Communication Modules offer standardized outcome measurement tools consistent with competency-based education. Both students and nursing faculty see value in using technology to teach communication ( Shorey et al, 2020 ), supporting additional nurse communication instruction online and using smartphone apps. Currently, the COMFORT COVID-19 Communication Modules and COMFORT Communication App are the only open educational resources available for nursing faculty ( The COMFORT Communication Project, 2021 ) that integrate communication science learning objectives that are measurable; additional testing is needed to ensure communication theory and evidence-based practice is part of curriculum content.…”

Section: Discussionmentioning

confidence: 99%

COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources

Wittenberg¹,

Goldsmith²,

Chen³

et al. 2021

Nurse Education Today

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Background The COVID-19 pandemic brought a disruption to nurse education for both nursing faculty and students as all non-clinical nurse education courses worldwide moved to distance or online learning. The sudden shift to online education meant the loss of traditional activities for students to learn communication skills creating a critical demand for open educational resources for students and nursing faculty. Tools to support nursing faculty development for teaching communication are nearly non-existent and pedagogical content knowledge is needed. Objectives The purpose of this study was to test two COMFORT COVID-19 Communication Modules (PPE and Video/Phone) for undergraduate nursing students and evaluate student communication competency post-intervention. Design This pre-post study includes qualitative and quantitative data collected to evaluate student communication competency post-intervention. Settings Undergraduate Bachelor of Science in Nursing (BSN) students at four university campuses in the Pacific and MidSouth regions of the United States. Participants BSN nursing students ( n = 197) predominantly in the third year of study ( n = 138, 70%). Methods Students completed online modules as part of a nursing course. Faculty provided information and a link to access online learning modules. A pre-post assessment was completed for each module. Results Significant statistical differences were found across variables of communication attitude, knowledge, and skill across both modules. Conclusions As nursing education in the United States shifts to competency-based education which emphasizes skill development across the BSN program, it is imperative to establish communication learning objectives that are measurable and ensure communication theory and evidence-based practice is part of curriculum content.

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Section: Discussionmentioning

confidence: 99%

COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources

Wittenberg¹,

Goldsmith²,

Chen³

et al. 2021

Nurse Education Today

View full text Add to dashboard Cite

show abstract

“…It was developed to provide a realistic standard clinical situation to train the students' skills, like clinical reasoning [34][35][36], communication skills [37][38][39], situation awareness, and teamwork capability [40]. While A number of studies have shown the positive feedback of VS in nursing education, previous research has largely overlooked the signi cance of assessment methods of learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Mapping Trends and Hot-spots of Virtual Simulation Research in Nursing: a Bibliometric Analysis

Zhang

Chen

Liu

2021

Preprint

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Background: Virtual simulation has been widely used in nursing education and nursing training. This study aims to characterize publications in terms of countries, institutions, journals, authors, and collaboration relationships, and analyze the trends and hot-spots of virtual simulation in nursing.Methods: Publications concerning virtual simulation in nursing were retrieved from Web of Science. Microsoft Excel 2010, VOSviewer, and Citespace were used to analyze the characteristics of this field. Results: We identified 611 papers between 1999 and 2021. The number of publications grew slowly until 2019, and got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College, University of Ottawa, and Ryerson University were three major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. "virtual patients," "nursing students," "clinical simulation," and "communication skills" were the frontier topics in recent years.Conclusion: Virtual patients simulated more clinical situations to train nursing students, developing more reliable and objective assessment methods to validate learning outcomes might be the recent and future hot-topics.

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“…Although most studies of virtual environments have focused on examining the overall plausibility or presence achieved and the relationship between these constructs, there has been some research on users’ perceptions of the virtual environment’s authenticity, especially in the use of virtual patient simulations in medical education. Most researchers examining authenticity within virtual environments have been concerned with ensuring that the realism of the activity that users are engaged in, the realism of the virtual platform, and the level of interactivity within the platform is adequate for its purported use (Liaw et al , 2019; Shorey et al , 2020; Spencer et al , 2019). To date, most research studies have examined the authenticity of virtual environments using surveys, questionnaires or interviews where users report their perceptions of the level of immersion they experience.…”

Section: Introductionmentioning

confidence: 99%

“…For example, one study examined the use of three different devices and found that users identified the head mounted display as the most immersive one (Kronqvist et al , 2016). Another study found that while both nursing undergraduate students and clinical facilitators agreed about the potential benefits of using virtual patient simulations in their training, they also expressed their concerns about the environment’s authenticity due to limited realism and technological challenges (Shorey et al , 2020). Other studies have explored additional factors that may impact users’ perceptions of authenticity or the “realness,” of virtual simulations.…”

Section: Introductionmentioning

confidence: 99%

Authenticity perceptions in virtual environments

Mikeska

Howell

2021

ILS

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Purpose This paper aims to examine three distinct aspects of authenticity that pre-service teachers (PSTs) experience when they engage with virtual classroom environments to develop their content-intensive instructional practice – task authenticity, student avatar authenticity and performance authenticity – and their perceptions about the usefulness of the simulated teaching experience to support their learning. Design/methodology/approach This paper explored these conceptions of authenticity and usefulness within a larger research study whose goal was to develop virtual environment tools to help elementary PSTs learn how to engage in one ambitious teaching practice: facilitating discussions that engage students in argumentation. To examine these aspects of authenticity and usefulness, this paper used a general qualitative deductive analysis approach to examine data from 104 interviews with 26 case study teachers and examined patterns in PSTs’ perceptions within and across interviews and authenticity aspects. Findings While these PSTs strongly value the utility of these tools to support their learning, findings point to variation in their perceptions of authenticity. Findings showed that most PSTs perceived the tasks as an authentic representation of the work of teaching. However, their perceptions of task authenticity did not always align with their perceptions of avatar or performance authenticity. Originality/value This paper argues that these three aspects of authenticity relate to, but expand upon, the broader notions of presence and plausibility noted in the literature on virtual environments and should be taken up more directly in future studies of users’ perceptions of virtual environments both within and outside of educational contexts.

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Communication skills training using virtual reality: A descriptive qualitative study

Cited by 53 publications

References 15 publications

COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources

COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources

Mapping Trends and Hot-spots of Virtual Simulation Research in Nursing: a Bibliometric Analysis

Authenticity perceptions in virtual environments

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