Impact of Virtual Simulation to Teach Concepts of Disaster Triage

Foronda, Cynthia; Shubeck, Keith T.; Swoboda, Sandra M.; Hudson, Krysia Warren; Budhathoki, Chakra; Sullivan, Nancy; Hu, Xiangen

doi:10.1016/j.ecns.2016.02.004

Cited by 55 publications

(42 citation statements)

References 15 publications

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“…Further training programs should pay attention to avoid an excessive increase in stress that would lead to cognitive overload, disrupting working memory, leading to a reduction of performance (Bong, Fraser, & Oriot, 2014). Finally, the participants stated the immersion in VR improved their learning through this experiential environment, as has been previously described (Pucher et al, 2014;Ulrich et al, 2014;Foronda et al, 2016). However, the study was not designed to confirm these allegations.…”

Section: Discussionmentioning

confidence: 61%

Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness

Servotte

Goosse

Campbell

et al. 2020

Clinical Simulation in Nursing

162

108

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Section: Discussionmentioning

confidence: 61%

Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness

Servotte

Goosse

Campbell

et al. 2020

Clinical Simulation in Nursing

162

108

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“…There are several options for debriefing in virtual simulations. In-person-facilitated debrief session held after a virtual simulation is one option (Foronda, Gattamorta, Snowden, & Bauman, 2014;Foronda et al, 2016;Josephsen & Butt, 2014). There is strong evidence to support this approach (Sawyer, Eppich, Brett-Fleegler, Grant, & Cheng, 2016) particularly because it is a best practice standard with inperson simulations.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Debriefing Methods after a Virtual Simulation: An Experiment

Verkuyl

Atack

McCulloch

et al. 2018

Clinical Simulation in Nursing

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Background: Numerous studies support debriefing after an in-person simulation experience. However, there is little understanding about effective debriefing methods after a virtual simulation. Method: An experimental study was conducted to examine various debriefing methods. Participants completed a virtual gaming simulation and were randomly assigned to one of three debriefing methods: in person, virtual, and self. Results: Within groups, students made significant knowledge and self-efficacy gains, and all groups rated their debriefing experience highly. There were no significant differences in outcomes between groups. Conclusion: There is evidence to support alternative debriefing methods beyond the traditional in-person approach after a virtual gaming simulation.

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“…VR simulation has been shown to be equivalent to live simulation with standardized patients in assessing mass casualty triage skills, including identifying and treating bioterrorism diseases [75,[79][80][81][82] In a dynamic VR learning environment, each victim can be triaged multiple times, first in primary triage and again in a secondary triage area. This enables users to test their knowledge in a wide range of victim scenarios and receive immediate feedback [83]. Novice learners have demonstrated improved triage and mass casualty intervention scores, speed, and selfefficacy during an iterative, fully immersed virtual reality experience [84].…”

Section: Virtual Realitymentioning

confidence: 99%

Simulation and Modeling Applications in Global Health Security

French

2020

Advanced Sciences and Technologies for Security Applications

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Global health security (GHS) is dependent upon having an adequate and prepared health security workforce. There are currently numerous challenges in establishing and maintaining a health security workforce. The frequency and magnitude of disasters have increased significantly over the past 30 years. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging GHS threats [1]. Developing and maintaining GHS -specific skills in the healthcare workforce is a tremendous logistical challenge. Innovative education technologies, including simulation and digital learning, can be leveraged to achieve preparedness for GHS threats [2].Ebola Virus Disease (EVD), Middle East Respiratory Syndrome (MERS) and other emerging infectious diseases (EID) are also concerns for GHS. The world faces increasing challenges related to natural and manmade disasters as the frequency and magnitude of disasters have increased significantly over the past 30 years. Healthcare workers protect the well-being of people around the world by preventing, detecting, and responding to public health threats. Current and future GHS threats, both manmade and natural, require a prepared and flexible healthcare provider workforce ready to respond to current or emerging threats [3].There is a global public health workforce shortage. The WHO tracks healthcare workforce data on 186 countries, and 57 were insufficient in healthcare provider availability and accessibility [4]. The 2013-2016 African EVD epidemic revealed WHO organizational deficiencies in coordinating responses to public health emergencies and a shifting of priorities away from global health security threats [5]. It Providing initial and sustainment training to the diverse GHS healthcare workforce is expensive and inefficient utilizing the traditional classroom model. Greater demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate healthcare providers in the ever-expanding body of disaster medicine knowledge [22].Many of these challenges can be met with gaming and simulation technologies new generations of GHS responders have embraced. Simulation-based training (SBT) has been demonstrated to provide effective learning and is increasingly being integrated into healthcare provider education [23]. The advantages of SBT may be summarized as follows: (1) safety-simulated lives and health can be jeopardized to any extent required for training without harming any people; (2) economy-simulated material and equipment can be used, misused, and expended;(3) visibility-simulation can provide visibility in two ways; you can make the invisible visible and control the visibility of details allowing the learner to discern the forest from the trees or the trees from the forest as needed; (4) time control -simulator time can be sped up, slowed down, or stopped. It can also be completely reversed, allowing learners to replicate specific problems, events, or opera...

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Impact of Virtual Simulation to Teach Concepts of Disaster Triage

Cited by 55 publications

References 15 publications

Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness

Virtual Reality Experience: Immersion, Sense of Presence, and Cybersickness

Comparison of Debriefing Methods after a Virtual Simulation: An Experiment

Simulation and Modeling Applications in Global Health Security

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