How to Teach Intramuscular Injection Through Virtual Learning Environment in Covid-19 Pandemic Time for Nursing Students

Abstract

During the pandemic COVID-19 spread and the temporary lockdown of universities, there has been a global shift toward online learning. Some universities were not prepared for such circumstances, and they began attempting to meet this unprecedented task for not missing the academic year. Recently, there has been a project that is currently working on the same issue regarding teaching nursing students how to deliver intramuscular (IM) injection using online in a virtual learning environment. The objective of this study was to create a simulation in an online course using a three-dimensional (3D) learning management system (LMS) in a virtual learning environment (VLE). That can replace IM injection traditional teaching method. This LMS intended to supplement the existing lab practice to nursing undergraduate students by creating a simulated online clinic with a nurse and patient avatars. Theoretical content in the form of reading material and related videos was also provided for students' cognitive base before they start the 3D simulation training. This new course was founded on the Galvis panqueva method that resulted in a product called Online-3D-IMI-VLE. Various validation processes undertook for multiple development processes involving nursing content specialists and computer multimedia. The pilot results showed that this LMS could replace the traditional way of teaching and support online learning during the normal education environment as well as in this COVID-19 pandemic time.

The Effects of the COVID-19 Pandemic on the Clinical Practicum of Undergraduate Nursing and Midwifery Students in Jordan: A Descriptive Survey

“…Some researchers have recently proposed using a three-dimensional simulation in a virtual learning environment ( Khraisat et al, 2020a ). Others have advocated using virtual learning environment simulations ( Wild et al, 2020 ).…”

“…After one month, face-to-face education stopped due to the massive spread of positive coronavirus cases. During that time, all universities immediately converted all face-to-face classes into online courses during and after the COVID-19 pandemic, including Al-al-Bayt University, which began using Skype, Moodle, and Google Classroom to offer live lectures broadcasted by scholars ( Abdelgeleel et al, 2021 ; Khraisat et al, 2020a ). However, studies have also been unable to prove whether the alternative teaching approach will yield improved learning outcomes in self-competence results ( Khraisat et al, 2020b ).…”

Innovations in Nursing Education in Response to the COVID-19 Pandemic: A Scoping Review

“…Of the included literature, 27 (38.6%) described the integration of virtual simulation experiences into nursing programmes using various technologies, including Zoom, a three-dimensional learning management system, Microsoft Teams and 360 images. Skill development within the virtual simulated experience focused on vital sign recording (Ansell & Whitehead, 2021), health assessment activities (Aul, 2020;Keller & Spangler, 2021), discharge planning (Wen et al, 2021), and intramuscular injection administration (Khraisat et al, 2020). Jiménez-Rodríguez et al ( 2020) used simulated nursing video consultation to augment an existing clinical practicum course.…”

The Serious Game and Integrated Simulator for Cardiopulmonary Resuscitation Training in Nursing Students

“…Currently, when face-to-face education is not possible due to the COVID-19 pandemic, digital technologies provide realistic, interactive online learning experiences on screen-based platforms, including mobile devices (Jimenez-Rodrigez et al, 2020; Kharisat et al, 2020). To maximize the success of distance simulation learning, simulators are designed as plug-and-play technology in the form of serious games (Vazquez et al, 2020).…”