Using a Critical Incident Scenario With Virtual Humans to Assess Educational Needs of Nurses in a Postanesthesia Care Unit

White, C. T.; Chuah, Joon Hao; Robb, Andrew; Lok, Benjamin; Lampotang, Samsun; Lizdas, David; Martindale, James; Pi, Guillermo; Wendling, Adam

doi:10.1002/chp.21302

Cited by 14 publications

(22 citation statements)

References 22 publications

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“…Regarding sample size, the average number of participants was 39.69 (min = 10, max = 148, SD= 37.33). Looking more closely at their study design, 17 studies used an experimental design (pre-test/post-test, group comparisons or control/test group comparisons) (29)(30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44) , nine were observational studies (18)(19)(20)(45)(46)(47)(48)(49)(50) , and one was based on qualitative interviews (51) .…”

Section: Study Characteristicsmentioning

confidence: 99%

“…Next are urology (29,30,40,48) and gastroenterology (33,34,45,46) with four articles each. A further eight articles dealt with interprofessionality (18,32,37,41,(47)(48)(49)(50) .…”

Section: Medical Specialtiesmentioning

confidence: 99%

“…Most of the studies include a range of professions: nurses feature in eight articles (19,20,32,37,38,40,48,49) , surgeons (33,35,38,39,43,45,46) in seven, and five articles mention other professionals (18,19,32,37,38) . With regard to students, 12 articles involve residents or postgraduate trainees (18,33,35,36,(38)(39)(40)42,(44)(45)(46)48) , ten concern health students regardless of their level or specialty (30,31,39,41,(44)(45)(46)(47)50,51) , and three articles mention trainees (29,34,38) .…”

Section: Study Populationsmentioning

confidence: 99%

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Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals

Bracq¹,

Michinov²,

Jannin³

2019

Sim Healthcare

203

136

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This systematic review, conducted in accordance with PRISMA guidelines, is aimed to review current research in virtual reality for healthcare training, specifically pertaining to nontechnical skills. PsycInfo and Medline databases were queried for relevant articles published through December 2017. Of the 1377 publications identified, 80 were assessed for eligibility and 26 were finally included in the qualitative synthesis. Overall, the use of virtual training for non-technical skills is recent in healthcare education, and has increased since 2010. Screen-based VR simulators or virtual worlds are the most frequently used systems. The nontechnical skills addressed in VR simulation include mainly teamwork, communication and situation awareness. The majority of studies evaluate the usability and acceptability of VR simulation, and few studies have measured the effects of VR simulation on non-technical skills development.

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Section: Study Characteristicsmentioning

confidence: 99%

“…Next are urology (29,30,40,48) and gastroenterology (33,34,45,46) with four articles each. A further eight articles dealt with interprofessionality (18,32,37,41,(47)(48)(49)(50) .…”

Section: Medical Specialtiesmentioning

confidence: 99%

Section: Study Populationsmentioning

confidence: 99%

See 1 more Smart Citation

Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals

Bracq¹,

Michinov²,

Jannin³

2019

Sim Healthcare

203

136

View full text Add to dashboard Cite

show abstract

“…The practice session provided an opportunity for the participants to familiarize themselves with the flow and patterns of communicating with the VHs. 13 After the practice session, the proctor provided participants with background information on the simulation patient (eg, physician order for blood, patient surgical procedure, preoperative laboratory test results) before they entered the simulation space. The proctor then reviewed the simulation space, including the participating VH team members and the supplies and their location.…”

Section: Equipment and Education Requirementsmentioning

confidence: 99%

Using Virtual Human Technology in Perioperative Team Training Simulations

Brunges¹,

Hughes²

2020

AORN Journal

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Incorporating virtual human (VH) technology into simulation programs for perioperative education and training can improve interdisciplinary teamwork and communication. The development of VHs allowed interdisciplinary teams at the University of Florida Health Shands Hospital to overcome obstacles during training, such as communication gaps. A multidisciplinary team that included perioperative leaders and quality specialists developed three scenarios for interdisciplinary training to provide participants with the opportunity to practice their communication skills and improve patient safety. Using validated tools to promote standardized communication, participants had to address patient safety concerns assertively during the simulations. After each simulation session, quality specialists conducted a debriefing, collected data via surveys, and identified areas for improvement. As a result of the VH simulation sessions, perioperative staff members reported increased confidence and competence when providing patient care. Using VHs to enhance education is an innovative strategy that is useful for both novice and experienced perioperative nurses.

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“…VPs have been used for conducting medical interviews (Rizzo et al, 2014;Skarbez, Welch, Brooks, & Whittoni, 2017;Stevens et al, 2006), empathetic communication skills (Johnsen, 2008), speaking up Robb et al, 2014), teaming up , how medical professionals gaze at VHs , team communication skills (Cordar et al, 2015;Cordar et al, 2017), team training-handoffs (White et al, 2015), diagnostic reasoning skills (Kotranza et al, 2009;Sia, Halan & Lok, 2016), empathy (Kleinsmith, Rivera-Gutierrez, Finney, Cenden, & Lok, 2015), negotiation (Gratch, DeVault, Lucas, & Marsella, 2015), and leadership skills (Campbell et al, 2011). Many studies noted that learners behave in a realistic manner when interacting with these applications, and are highly satisfied with them (Chuah, 2013;Cordar et al, 2015;Johnsen, 2008;Kotranza et al, 2009;Rizzo et al, 2014;Robb et al, 2014;Sia et al, White et al, 2015).…”

Section: Standardised and Virtual Patientsmentioning

confidence: 99%

Teaching communication skills with technology: Creating a virtual patient for medical students

Sezer

2019

AJET

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Virtual patient (VP) is a concept used in the teaching of communication skills, and like physical examinations and other professional skills, must be taught with utmost care. In Turkey, as VPs are yet to be used in medical training, the usual practice when teaching such skills is to use standardised patients (individuals pretending to be patients). The main purpose of this study was to design, develop and evaluate a 3D VP application that can move, has speech-over lip sync, allows written communication and is supported by a strong scenario to improve the communication skills of students. The study was designed and carried out using developmental research methods. The implementation phase involved a pretest posttest quasi-experimental design. The participants in the study consisted of academics specialising in medicine, software experts, an education technology expert, an assessment and evaluation expert, and medical students. The study found that VP applications were accepted by students and were as effective as standardised patients for the teaching of communication skills. The students reported that the VP application developed was very successful in terms of visual and behavioural reality.

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Using a Critical Incident Scenario With Virtual Humans to Assess Educational Needs of Nurses in a Postanesthesia Care Unit

Cited by 14 publications

References 22 publications

Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals

Virtual Reality Simulation in Nontechnical Skills Training for Healthcare Professionals

Using Virtual Human Technology in Perioperative Team Training Simulations

Teaching communication skills with technology: Creating a virtual patient for medical students

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