Let Me Introduce You to Your First Virtual Patient

Abstract

After working with the virtual patient, RNs reported increased confidence in assessment, history taking, and documentation skills. IN THE RECENT film Her, Joaquin Phoenix's character develops a relationship with a computer operating system named Samantha. Similarly, students now have the ability to develop a relationship with a virtual patient (VP). Gone are the days of nursing students honing their skills solely on live patients or mannequins in a simulation lab. Today, there is software available for students to interact with a VP online, in a simulated clinical environment (Figure 1). Interestingly, VPs have been around for over 35 years; however, the technology has not been widely utilized, and there is a lack of research confirming learning outcomes (Cook & Triola, 2009). Nonetheless, VP technology has advanced considerably in recent years, is comparable to advanced video gaming systems, and interactivity of artificial intelligence. Today, students can interact with a VP online with text or with their voice, choose how to proceed in a virtual clinical environment, and receive immediate feedback on their performance. Undoubtedly, the impact of online education and the use of Web-based technologies have profoundly affected education and learning. In the in fall of 2012 there were 7,100,000 students taking at least one online course (Allen & Seaman, 2014). Nurses are also choosing online learning to advance their education with the intent to advance their expertise; however, questions remain as to whether nursing practice can be learned in an online environment. Of course, not all advanced practice skills can be learned online, and interaction with live patients is necessary; however, given the shortage of clinical sites, and gaps in clinical experiences