Projected Augmented Reality (P-AR) for Enhancing Nursing Education About Pressure Injury

Becker, Adam J.; Gurvich, Olga V; Bradley, Cynthia Sherraden; Olson, Erica Timko; Steffes, Mary T; Flaten, Carol; Jameson, Scott; Condon, John P

doi:10.1097/won.0000000000000858

Cited by 6 publications

(2 citation statements)

References 27 publications

(51 reference statements)

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“…It focused on matters such as scaling and distributing learning and increasing efficiencies through online activities and assessments 107,108 . Other foci included augmentation of current teaching methods, primarily through the use of additional learning and feedback opportunities, and the use of technology to allow students to visualise more than they would with traditional teaching methods 109–111 . We were however encouraged by a more recent work redefining education through technology 104–106 …”

Section: Technology‐led Transformations In Hpe: Literature Exploratio...mentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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ContextTechnology is being introduced, used and studied in almost all areas of health professions education (HPE), often with a claim of making HPE better in one way or another. However, it remains unclear if technology has driven real change in HPE. In this article, we seek to develop an understanding of the transformative capacity of learning technology in HPE.Methods and OutcomesWe first consider the wider scholarship highlighting the intersection between technology and pedagogy, articulating what is meant by transformation and the role of learning technology in driving educational transformation. We then undertake a synthesis of the current high visibility HPE‐focused research. We sampled the literature in two ways—for the five highest impact factor health professional education journals over the past decade and for all PubMed indexed journals for the last 3 years—and categorised the extant research against the Substitution, Augmentation, Modification, Redefinition model. We found that the majority of research we sampled focussed on substituting or augmenting learning through technology, with relatively few studies using technology to modify or redefine what HPE is through the use of technology. Of more concern was the lack of theoretical justification for pedagogical improvement, including transformation, underpinning the majority of studies.ConclusionsWhile all kinds of technology use in learning have their place, the next step for HPE is the robust use of technology aiming to lead transformation. This should be guided by transformational educational theory and aligned with pedagogical context. We challenge HPE practitioners and scholars to work thoughtfully and with intent to enable transformation in education for future health professionals.

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Section: Technology‐led Transformations In Hpe: Literature Exploratio...mentioning

confidence: 99%

Learning technology in health professions education: Realising an (un)imagined future

2023

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“…Maybe. Nurse educators are currently conducting research studies to examine the effects of AR on student learning (Bliss et al, 2022; Kim et al, 2021; Menon et al, 2022). Though the researchers used small samples, these pilot studies have shown that AR can enhance students’ cognitive and psychomotor performance.…”

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confidence: 99%