NR 512 Week 3 Discussion, Reflections on Second Life Experiences (Two Version) - €8,13   In winkelwagen

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NR 512 Week 3 Discussion, Reflections on Second Life Experiences (Two Version)

NR 512 Week 3 Discussion, Reflections on Second Life Experiences (Two Version) You are working in Second Life now completing a number of activities. What do you see as a benefit to augmenting course assignments through the use of a virtual learning environment (VLE)? How do you see the advanced practice nurse using VLE in their practice? Professor and class, The use of technology in the nursing profession has become more prominent over the years and is becoming more prevalent in its incorporation to education. Second life duplicates real world situations in a virtual environment that provides students with the ability to learn a variety on concepts and skills before involving real patients. These virtual scenarios take place in virtual emergency rooms, clinics, and hospital units as well as operating rooms and laboratories. The scenarios are taken from real-life situations and make the student feels more secure with collecting information and decision making keeping the patients’ safety as a priority. Second Life activities are mainly oriented to social interaction, the underlying graphics engine supports a good quality in tridimensional graphics and there is merely a superficial affinity with the physical world (Sponsiello & Gallego-Arrufat 2016). As of now I have not worked a lot in Second Life, so I cannot talk from experience at this time. Besides my low exposure to Second Life, I really see the potential for using Second Life. I think the use of Second Life allows the student to learn about complicate situations while in a controlled environment. Exposure to Second Life situations can expand learning and better prepare the students for patient care. I see the use of VLE in the advance practice nurse to assist patient care. Advance practice nurse can facilitate the way patient access to the healthcare providers to manage diseases such as diabetes and hypertension. One of the barriers to acceptable diabetes control is access to healthcare providers (Weiner, Trangenstein, McNew, & Gordon 2016). A way for nurse practitioners to utilize Second Life in practice is by providing care to adults with long term management of diabetes that need to maintain a glycemic control. Second Life can be creating to meet the needs of patients with diabetes, permitting them to have group visits, learn more about lifestyle changes, and promote a sense of support. References Sponsiello, M., & Gallego-Arrufat, M.-J. (2016). Ethnographic approach to second life in education: A focus on technological difficulties. Ethnography & Education, 11(3), 283–297. Weiner, E., Trangenstein, P., McNew, R., & Gordon, J. (2016). Using the virtual reality world of Second Life to promote patient engagement. Studies in health technology and informatics, 225, 198-202. Retrieved from Iren, Great post. As you stated the use of Second Life virtual learning environment would help students to feel less fear while providing care to the patient in the scenarios. Second life scenarios provide students with opportunities for research groups because it focuses on collaboration and connection between the users. The use of virtual worlds in nursing can provide to the social aspects of distance learning, improving student engagement, and strengthen the students’ experience. Virtual learning environments not only improve students experience but also it is a convenient way for students to acquire the skills and knowledge necessary. Virtual learning provides great services of a modern learning, especially for those who have a really busy schedule, and don’t have enough time to sit in a classroom (Laeeq, & Ali Memon 2018). Another benefit is that the use of Second Life gives students the opportunity to interact as a team but at the same time work individually. Reference Laeeq, K., & Ali Memon, Z. (2018). An Integrated Model to Enhance Virtual Learning Environments with Current Social Networking Perspective. International Journal of Emerging Technologies in Learning, 13(9), 252–268. Dr. Revell, Debriefing in simulation scenarios as in real situations provide nurses with formative feedback of the situations. Debriefing is an important way of teaching and learning in healthcare. The use of debriefing also improves learning opportunities and gives the students the chance to learn from their mistakes. Debriefing is important because it focuses the discussion about positive and negative aspects of student performance and provides feedback to improve their skills. Debriefing promotes knowledge, skill, and self-confidence of the students and these factors seem to be essential for entering the clinical setting (Ostovar et al., 2018). I think that allowing students to experience the death of a patient during simulations will help them in how to process this traumatic event in real life. Providing a scenario where the patient died from a life threating condition such as cancer, can impact the student in a different way than if the patient death is due to the student mistake. Reference Ostovar, S., Allahbakhshian, A., Gholizadeh, L., Dizaji, S. L., Sarbakhsh, P., & Ghahramanian, A. (2018). Comparison of the effects of debriefing methods on psychomotor skills, self-confidence, and satisfaction in novice nursing students: A quasi-experimental study. Journal of Advanced Pharmaceutical Technology & Research, 9(3), 107–112. the Oral debriefing (OD) and video-assisted debriefing (VAD) are two common methods of debriefing. OD is a traditional technique facilitated by a trained/skilled facilitator. Like other debriefing methods, OD focuses on discussion about VAD includes audiovisual recording of student performance and analyzing it through affirmative self-reflection to support learning and help students to improve their knowledge, clinical skills, behaviors, as well as self-confidence.

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