Using a Multiuser Virtual Environment to Facilitate Nursing Journal Clubs

Billingsley, Luanne; Rice, Karen L.; Bennett, Marsha; Thibeau, Shelley

doi:10.1097/nur.0b013e31828c8408

Cited by 16 publications

(26 citation statements)

References 14 publications

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“…As for the limitations concerning the validity of the intervention studies, some of the studies had small sample sizes from the point of view of the study design (Billingsley, Rice, Bennett, & Thibeau, 2013;O'Nan, 2011;Sciarra, 2011;Sortedahl, 2012) or there was no information about sample sizes and data analyses (Missal, Schaffer, Halm, & Schaffer, 2010;Ravin, 2012). Only three studies (Corchon, Portillo, Watson, & Saracibar, 2011;Lehna, Berger, Truman, Goldman, & Topp, 2010;Ravin, 2012) had follow-up periods for 3 months or more.…”

Section: Validitymentioning

confidence: 99%

“…Instruments developed and tested earlier were used in only two studies (O'Nan, 2011;Sciarra, 2011). Validity was reinforced by using quantitative and qualitative data collection methods in two studies (Billingsley et al, 2013;O'Nan, 2011; Table S2).…”

Section: Validitymentioning

confidence: 99%

“…The main category, "Organization," included four subcategories: meeting place, meeting frequency, length of the Preparation for and contents of meetings Articles were given beforehand for familiarization 7 Lehna et al, 2010;Nesbitt, 2013;O'Connor et al, 2009;O'Nan, 2011, Ravin, 2012Sciarra, 2011;Sortedahl, 2012 Operational instructions about the purpose of meeting and/or a teaching event 5 Billingsley et al, 2013;Nesbitt 2013;O'Connor et al, 2009;Ravin, 2012;Sortedahl, 2012 Presentation and assessment of research article and participants' questions 7 Billingsley et al, 2013;Lehna et al, 2010;Nesbitt, 2013;O'Nan, 2011;Ravin, 2012;Sciarra, 2011;Sortedahl, 2012 Discussion about needs for changes in nursing, the applicability of studies, and their implementation 7 Billingsley et al, 2013;Lehna et al, 2010;O'Connor et al, 2009;O'Nan, 2011;Ravin, 2012;Sciarra, 2011;Sortedahl, 2012 Instructor/responsible person at journal club Researcher 3 Lehna et al, 2010;Missal et al, 2010;O'Connor et al, 2009 Researcher, nurse manager 1 Corchon et al, 2011…”

Section: Journal Club Organizationmentioning

confidence: 99%

“…Researcher, clinical nurse specialist, or master's prepared clinical nurse or nurse 6 Billingsley et al, 2013;Nesbitt, 2013;O'Nan, 2011;Ravin, 2012;Sciarra, 2011;Sortedahl, 2012 meeting period, and a guiding theoretical frame of reference (Table 1). The majority of the journal clubs were conducted in a meeting hall or at ward premises near the participants' work unit.…”

Section: Journal Club Organizationmentioning

confidence: 99%

See 3 more Smart Citations

A Systematic Review of Journal Clubs for Nurses

Häggman‐Laitila

Mattila²,

Melender

2016

Worldviews Ev Based Nurs

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Because journal clubs have achieved a uniform and easy-to-follow manner that is suitable for different nursing contexts and provide multiple positive outcomes, they are recommended for EBN. In work communities, journal clubs should be combined with other well-known factors that promote EBN implementation. The assessment of the outcomes of journal clubs should cover all learning categories of EBN with a focus on medium- to long-term effectiveness. The evaluation of the effectiveness of journal clubs on patient care is of great importance for future studies.

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Section: Validitymentioning

confidence: 99%

Section: Validitymentioning

confidence: 99%

Section: Journal Club Organizationmentioning

confidence: 99%

Section: Journal Club Organizationmentioning

confidence: 99%

See 2 more Smart Citations

A Systematic Review of Journal Clubs for Nurses

Häggman‐Laitila

Mattila²,

Melender

2016

Worldviews Ev Based Nurs

View full text Add to dashboard Cite

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“…Nursing training has a strong presence in the Second Life virtual environment. The literature is teeming with studies and reviews about Second Life and nursing education [38-43], from general facilitation of nurse education with facilitated journal clubs [44], improving interpersonal interview skills [45], and cultivating decision-making capabilities [46], to specific subjects, such as mental health nursing [47], or meta-education, such as the education of faculty about the methods of teaching nursing [48]. This could be attributed to the combination of the necessity in nursing education for hands-on experience in an environment where no human life will be put at risk in conjunction with the lack of specialized hardware and software to simulate nursing work and the ease of development of Second Life resources through a simple scripting language.…”

Section: Introductionmentioning

confidence: 99%

Exploring Design Requirements for Repurposing Dental Virtual Patients From the Web to Second Life: A Focus Group Study

Antoniou¹,

Athanasopoulou²,

Dafli³

et al. 2014

J Med Internet Res

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BackgroundSince their inception, virtual patients have provided health care educators with a way to engage learners in an experience simulating the clinician’s environment without danger to learners and patients. This has led this learning modality to be accepted as an essential component of medical education. With the advent of the visually and audio-rich 3-dimensional multi-user virtual environment (MUVE), a new deployment platform has emerged for educational content. Immersive, highly interactive, multimedia-rich, MUVEs that seamlessly foster collaboration provide a new hotbed for the deployment of medical education content.ObjectiveThis work aims to assess the suitability of the Second Life MUVE as a virtual patient deployment platform for undergraduate dental education, and to explore the requirements and specifications needed to meaningfully repurpose Web-based virtual patients in MUVEs.MethodsThrough the scripting capabilities and available art assets in Second Life, we repurposed an existing Web-based periodontology virtual patient into Second Life. Through a series of point-and-click interactions and multiple-choice queries, the user experienced a specific periodontology case and was asked to provide the optimal responses for each of the challenges of the case. A focus group of 9 undergraduate dentistry students experienced both the Web-based and the Second Life version of this virtual patient. The group convened 3 times and discussed relevant issues such as the group’s computer literacy, the assessment of Second Life as a virtual patient deployment platform, and compared the Web-based and MUVE-deployed virtual patients.ResultsA comparison between the Web-based and the Second Life virtual patient revealed the inherent advantages of the more experiential and immersive Second Life virtual environment. However, several challenges for the successful repurposing of virtual patients from the Web to the MUVE were identified. The identified challenges for repurposing of Web virtual patients to the MUVE platform from the focus group study were (1) increased case complexity to facilitate the user’s gaming preconception in a MUVE, (2) necessity to decrease textual narration and provide the pertinent information in a more immersive sensory way, and (3) requirement to allow the user to actuate the solutions of problems instead of describing them through narration.ConclusionsFor a successful systematic repurposing effort of virtual patients to MUVEs such as Second Life, the best practices of experiential and immersive game design should be organically incorporated in the repurposing workflow (automated or not). These findings are pivotal in an era in which open educational content is transferred to and shared among users, learners, and educators of various open repositories/environments.

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