The Impact of a Virtual Community on Student Engagement and Academic Performance Among Baccalaureate Nursing Students

Giddens, Jean Foret; Hrabe, David P.; Carlson-Sabelli, Linnea; Fogg, Louis; North, Sarah

doi:10.1016/j.profnurs.2012.04.011

Cited by 21 publications

(11 citation statements)

References 12 publications

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“…Marriott et al (2012) also found a correlation between the degree of integration of Pharmville resources with the learning outcomes of an activity and the authenticity described by students [ 18 ]. Communities of virtual patients have also been used in nursing education [ 21 – 23 ]; initial reports have been positive from the students [ 24 , 25 ]. However, none of these studies specifically explored students perceptions of whether their virtual community assisted in the development of empathy for patients.…”

Section: Discussionmentioning

confidence: 99%

Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: Student perspectives after initial implementation

Curley

McDonald

Aspden

2016

J of Pharm Policy and Pract

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BackgroundProviding patient-centred care requires pharmacy students to learn how to interact effectively and understand individual differences that can influence patients’ health. The School of Pharmacy at The University of Auckland, New Zealand (NZ), developed a virtual teaching platform, called NZ Pharmville, which consisted of twenty-one community-based patients who are members of six families; each family had a video vignette associated with it. Bachelor of Pharmacy (BPharm) students, enrolled in the third year pharmacy practice course, were able to view these recorded vignettes as part of their weekly pre-laboratory work for the course. All the clinical cases within the course were based on this community, with the aim of increasing the realism in the practical sessions and increasing patient-centred learning. This study aimed to explore the perspectives of pharmacy students regarding the integration of this virtual community into a third year undergraduate pharmacy practice course.MethodsAn anonymous, voluntary survey which consisted of twenty-one items, 13 requiring a Likert scale response and 8 requiring free text responses, was distributed to all students who had completed the third year pharmacy practice course. The responses to the questions were collated and analysed. Responses to questions one to thirteen were recorded in Excel, and results were presented as the combination of strongly agree and agree, strongly disagree and disagree and neutral. Responses to free text questions were read multiple times before being coded by two members of the research team into broad themes aligned to the overall aims of the evaluation.ResultsEighty-six (80.4 %) of the eligible students completed the survey and the majority of responses were positive towards the benefits of using the virtual community in the course. Responses indicated that many of the students found the integration of the virtual community to be useful preparation for their practical sessions and the majority of students felt that the vignettes made it easier to develop empathy for the patients rather than reading about them.ConclusionThe use of virtual communities, for example, NZ Pharmville, show promise as a platform to aid in teaching and learning. The resources in NZ Pharmville allow students ongoing access to patient video clips that attempt to depict a real life situation, and enable students to engage with the fictional characters. The virtual community provided an educational experience which was well received by students. This teaching method appeared to promote active patient-centered learning and allowed students to reflect on and revisit these skills on a weekly basis.

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Section: Discussionmentioning

confidence: 99%

Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: Student perspectives after initial implementation

Curley

McDonald

Aspden

2016

J of Pharm Policy and Pract

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“…Currently, Malaysian prehospital care systems are made up of complex mix of Government, quasi-government and non-government agencies with individual training and competency standards and are best described as developing (Hisamuddin et al 2007). There remains tension in the literature as to how prehospital care education leads to improvements in patient care (Giddens et al 2012;Spaite et al 2000). This increasingly divergent debate centers on which model of service provision is advantageous for developing ambulance services.…”

Section: Establishing the Context Of The Studymentioning

confidence: 99%

Education and clinical professional development in Penang, Malaysia

Perry

Reynolds

Clare³

2018

International Paramedic Practice

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“…There is some evidence in healthcare services considered by the WHO to be developed that education can lead to improvements in patient care (Andrew et al,2015;Giddens, et al, 2012;Spaite et al, 2000). Yet, advocates for the use of medically controlled treatment protocols rather than an educated professional workforce base remain (Halter et al, 2011).…”

Section: Professionalism and Education Within Prehospital Care Practicementioning

confidence: 99%

Contributions to public health around the world

Perry

Reynolds²,

Clare

2018

International Paramedic Practice

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Paramedics have progressed in many developed nations from being primarily a medical transportation service into independent prehospital practitioners, leading to some unique solutions to various issues in public health care policy. Issues such as how to manage increasing Emergency Department (ED) demand have given rise to paramedics establishing specialist roles in nontraditional practice settings (Raven, Tippett, Ferguson, & Smith, 2006).. This is contrasted by the situation in some developing health care systems (according to the WHO), where prehospital care services remain under developed. The more recent contribution to wider public health outcomes made by the emerging paramedic profession needs to be viewed within the context in which it developed. More work needs to be done to describe and understand the contextual nature of the profession, particularly where different roles are performed and training undertaken by prehospital care practitioners. When this context is established, interpreting research conducted in developed systems for use in developing nations may become possible. Furthermore this paper discusses the difficulties in establishing internationally relevant research.

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The Impact of a Virtual Community on Student Engagement and Academic Performance Among Baccalaureate Nursing Students

Cited by 21 publications

References 12 publications

Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: Student perspectives after initial implementation

Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: Student perspectives after initial implementation

Education and clinical professional development in Penang, Malaysia

Contributions to public health around the world

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