Digital unterstütztes Lernen in der Pflegeausbildung

Darmann-Finck, Ingrid; Wolf, Karsten D.; Schepers, Claudia; Küster, Jan

doi:10.21240/mpaed/jb16/2021.04.30.x

Cited by 10 publications

(1 citation statement)

References 15 publications

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“…The changes brought about by digitalisation in the occupational field also have an impact on professional education in healthcare professions, thus demanding curricular integration combined with the educational objective of competent handling of digital media and technologies by health professionals. Additionally, 19 current developments at universities show that, encouraged by online teaching during the pandemic, face-to-face teaching is increasingly complemented by blended learning formats and the use of digital media and technologies [ 4 ]. This changing teaching/learning culture is also prominent in education for health professions.…”

Section: Introductionmentioning

confidence: 99%

Positive Aspects and Potential Drawbacks of Implementing Digital Teaching/Learning Scenarios in Health Professions Using Nursing Education as an Example: A Research Report from Germany

Pfeifer,

Fries,

Stirner

et al. 2024

Nursing Reports

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Background: Learning arrangements in health care profession education are increasingly taking place in digital environments. Virtual reality (VR) in nursing education, as a digital element, is the subject of controversial debate. On one hand, it supports the authenticity of case studies by adding realistic perspectives and information. On the other hand, the costs of developing and maintaining software and hardware hinder its long-term implementation. Based in the German context, our aim is to promote the adoption of innovative digital methods in nursing education and to offer invaluable experiences from the field. Methods: In this paper, we describe our findings and insights from two different research projects focused on the incorporation of digital tools, particularly VR, into nursing education. Results: Starting with a brief recapitulation of the projects, we elucidate pedagogical strategies for embedding VR-driven scenarios in nursing education. Based on our experiences during the projects, we identify various positive aspects, such as changing perspective and simulating acute situations. Key findings: Although potential drawbacks remain, we advocate the long-term implementation and specific use of VR at the interface between theory and practice. Nevertheless, it is crucial to establish regular evaluation, observing the value of digitalisation, especially VR, for nursing education.

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Section: Introductionmentioning

confidence: 99%