Technology in nursing education: Augmented reality

Martli, Emine Pinar; Dincer, Nigar Unlusoy

doi:10.5505/pajes.2020.38228

Cited by 6 publications

(7 citation statements)

References 63 publications

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“…The first aid skill learning module can provide a variety of first aid situations, and students’ judgment ability can be improved through repeated practice. The application of AR in nursing training can not only reduce the cost of training but also prevent patients from being exposed to a high-risk environment while allowing learners to receive training safely [ 6 , 16 ]. The AR-based assessment system provides various simulation scenarios, allowing learners to practice first aid and receive immediate feedback for an unlimited number of times, which in turn prevents human error and improves the quality of nursing care.…”

Section: Discussionmentioning

confidence: 99%

“…The purpose of flipped classrooms can therefore be fulfilled since students can practice first aid repeatedly and independently. AR is an effective learning tool for first aid training [ 9 ] since it can enhance students’ learning experiences and make learning more interesting [ 6 ]. This study has determined that AR provides a stress-free learning environment and that most of the students offered positive feedback.…”

Section: Discussionmentioning

confidence: 99%

“…The system can not only be applied to classroom and on-the-job training in medical institutions but could also be used as a tool for distance learning during the pandemic. The advantages of AR in nursing education include a safe environment provided to learners; the convenience of delivering lectures; accurate information; and accessibility to instruction at any time and from anywhere [ 6 ]. Numerous studies on the adoption of AR in teaching indicate that the integration of AR technology with learning is meaningful since students’ academic achievements and learning motivation have increased [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

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Development and Application of AR-Based Assessment System for Infant Airway Obstruction First Aid Training

Chen

Liou

2022

Children

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Airway obstruction refers to suffocation caused by blockage of the airway due to a foreign body and is a common cause of accidental death in infants below one year of age. However, the current infant CPR manikins used for training in first aid for foreign body airway obstruction can only be applied to one single scenario. Furthermore, trainees’ first aid skills cannot be recorded and quantified with a digital system and, consequently, assessment of their skills is difficult to conduct. This study aims to overcome the technical limitations by developing an AR-based assessment system for training in first aid for infant airway obstruction. With this assessment system, trainees can learn first aid more efficiently and correctly and conduct a quantitative assessment of their skills digitally. For instructors, the time required for assessment, potential human error, and the cost of training can also be reduced. The system can be a practical learning tool that helps trainees assess emergencies and integrate their knowledge and skills.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development and Application of AR-Based Assessment System for Infant Airway Obstruction First Aid Training

Chen

Liou

2022

Children

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“…This finding was supported by the results of a study stated that the nursing laboratory needs to develop technology to meet contemporary nursing needs. (30).…”

Section: Discussionmentioning

confidence: 99%

Perspectives from nurse educators regarding the nursing courses of the secondary technical nursing schools

2022

jjoas-n

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Background: Nurses represent the majority of medical personnel in any given healthcare system. In Egypt, the foundation of the nursing profession is the Schools of Nursing. Thus, creating nursing course curriculum for these institutions has become essential. Aim of the study: this study aimed to identify nurse educator's opinions about nursing courses curricula of the Secondary Technical School of nursing. Subjects and methods: Eight Technical Schools of Nursing participated in this study, which comprised all nurse educators on staff at the time of data collection. The tool utilized was the Nurse Educator's Opinionnaire. There are two sections to it: Section I: Sociodemographic information; Section II: Curriculum-related information. Results: A majority of nurse educators expressed satisfaction with the content of the nursing curriculum, with the exception of the theoretical portion of the courses in pediatric, surgical, and medical nursing. Teaching clinical courses traditionally involved clinical training in real-world settings; the whiteboard served as the main teaching tool; this method developed skilled lab and classroom presenters; the clinical nursing lab, classroom, media, and libraries were inappropriate, Exams, both written and oral, were utilized to assess theoretical nursing courses, while check lists were used to assess clinical nursing courses. Students were also provided with adequate study and practice time prior to evaluation. Planning, choosing, and structuring of nursing courses was not done by any nurse educators. Nurse educators' perspectives regarding nursing course curricula were significantly correlated with their sociodemographic information. Conclusion: Nursing educators should be included in the development, selection, and organization of nursing courses. Nursing courses should be altered to include the three domains of specific objectives and to modify the content with the time allocated specifically for Medical, Surgical, and Pediatric Nursing courses.

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“…Developing and introducing designs for technology-enhanced embodied learning has been shown to benefit student learning and children's school experiences, improving academic encounters and making knowledge acquisition more interesting (Ioannou & Ioannou, 2020;Martli & Dincer, 2021). For example, immersive environments and bodily engagement positively impact vocabulary and grammar learning (Ferreira & Ribeiro, 2021;Suner & Roche, 2021;Thorne et al, 2021).…”

Section: Literature Review and Theoretical Approachmentioning

confidence: 99%

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Stalheim,

Somby

2024

Smart Learn. Environ.

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There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

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Technology in nursing education: Augmented reality

Cited by 6 publications

References 63 publications

Development and Application of AR-Based Assessment System for Infant Airway Obstruction First Aid Training

Development and Application of AR-Based Assessment System for Infant Airway Obstruction First Aid Training

Perspectives from nurse educators regarding the nursing courses of the secondary technical nursing schools

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

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