2.50
Hdl Handle:
http://hdl.handle.net/10755/303917
Category:
Abstract
Type:
Presentation
Title:
Virtual Gaming as an Effective Pedagogy in Teaching Critical Decision-Making
Author(s):
Baumlein, Gail K.
Lead Author STTI Affiliation:
Rho Omicron
Author Details:
Gail K. Baumlein, PhD, RN, CNS, CNE, ANEF, gbaumlein@yahoo.com
Abstract:

Poster presented on: Tuesday, July 23, 2013, Monday, July 22, 2013

The use of simulation in nursing education has grown exponentially in recent years. Literature supports the use of virtual clinical simulation and serious gaming to provide realistic clinical experiences for nursing students (Dutile, Wright, & Beauchesne, 2011; Jeffries, 2010; Skiba, 2008). Gaming theory supports the use of virtual gaming, and is used extensively in medical training as an effective pedagogy in teaching critical thinking skills (Haferkamp, Kraemer, Linehan, & Schembri, 2011). Accrediting bodies cite the need for learning activities that allow nursing students to demonstrate professional competencies. With the proliferation of online nursing programs, especially for post-licensure nurses returning to school, the need for alternative clinical practice experiences has escalated. 

The purpose of this project was to examine the use of a virtual disaster game in a community course in an online RN-BSN program, asking the question, “Do virtual clinical practice experiences support clinical judgment and decision-making skills in providing care during emergency situations?”  Students participated in a robust virtual disaster game, where they encountered a community that faced an impending flood.  Throughout the simulation, students made critical decisions, allocating community resources such as housing, schools, hospitals, natural and man-made barriers, training, and disaster alert systems. At the end of the timed exercise, the flood waters encompassed the community. Based upon the decision of the participant, the community either suffered minimal damage from the flood, or was severely damaged with regard to the loss of lives and homes. The student received immediate feedback, and could repeat the game in order to attain a more positive outcome of the scenario. 

Project outcomes measured student critical thinking, decision-making, and self-assessment of learning and confidence. Findings indicated that virtual clinical practice experiences support clinical judgment and decision-making skills, and provide a relevant pedagogical strategy for effective clinical practice applications in nursing education.

Keywords:
Gaming; Virtual; Simulation
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleVirtual Gaming as an Effective Pedagogy in Teaching Critical Decision-Makingen_GB
dc.contributor.authorBaumlein, Gail K.en_GB
dc.contributor.departmentRho Omicronen_GB
dc.author.detailsGail K. Baumlein, PhD, RN, CNS, CNE, ANEF, gbaumlein@yahoo.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/303917-
dc.description.abstract<p>Poster presented on: Tuesday, July 23, 2013, Monday, July 22, 2013</p>The use of simulation in nursing education has grown exponentially in recent years. Literature supports the use of virtual clinical simulation and serious gaming to provide realistic clinical experiences for nursing students (Dutile, Wright, & Beauchesne, 2011; Jeffries, 2010; Skiba, 2008). Gaming theory supports the use of virtual gaming, and is used extensively in medical training as an effective pedagogy in teaching critical thinking skills (Haferkamp, Kraemer, Linehan, & Schembri, 2011). Accrediting bodies cite the need for learning activities that allow nursing students to demonstrate professional competencies. With the proliferation of online nursing programs, especially for post-licensure nurses returning to school, the need for alternative clinical practice experiences has escalated.  <p>The purpose of this project was to examine the use of a virtual disaster game in a community course in an online RN-BSN program, asking the question, “Do virtual clinical practice experiences support clinical judgment and decision-making skills in providing care during emergency situations?”  Students participated in a robust virtual disaster game, where they encountered a community that faced an impending flood.  Throughout the simulation, students made critical decisions, allocating community resources such as housing, schools, hospitals, natural and man-made barriers, training, and disaster alert systems. At the end of the timed exercise, the flood waters encompassed the community. Based upon the decision of the participant, the community either suffered minimal damage from the flood, or was severely damaged with regard to the loss of lives and homes. The student received immediate feedback, and could repeat the game in order to attain a more positive outcome of the scenario.  <p>Project outcomes measured student critical thinking, decision-making, and self-assessment of learning and confidence. Findings indicated that virtual clinical practice experiences support clinical judgment and decision-making skills, and provide a relevant pedagogical strategy for effective clinical practice applications in nursing education.en_GB
dc.subjectGamingen_GB
dc.subjectVirtualen_GB
dc.subjectSimulationen_GB
dc.date.available2013-10-22T20:25:49Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:25:49Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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