Abstract
Extremely catastrophic situations are rare in Sweden, which makes training opportunities important to ensure competence among emergency personnel who should be actively involved during such situations. There is a requirement to conceptualize, design, and implement an interactive learning environment that allows the education, training and assessment of these catastrophic situations more often, and in different environments, conditions and places. Therefore, to address these challenges, a prototype system has been designed and developed, containing immersive, interactive 360-degrees videos that are available via a web browser. The content of these videos includes situations such as simulated learning scenes of a trauma team working at the hospital emergency department. Various forms of interactive mechanisms are integrated within the videos, to which learners should respond and act upon. The prototype was tested during the fall term of 2017 with 17 students (working in groups), from a specialist nursing program, and four experts. The video recordings of these study sessions were analyzed and the outcomes are presented in this paper. Different group interaction patterns with the proposed tool were identified. Furthermore, new requirements for refining the 360-degrees interactive video, and the technical challenges associated with the production of this content, have been found during the study. The results of our evaluation indicate that the system can provide the students with novel interaction mechanisms, to improve their skills, and it can be used as a complementary tool for the teaching and learning methods currently used in their education process.
Highlights
The use of simulation in nursing education has been in practice for the last 50 years, aiming to prepare students and health care professionals to exercise complex caregiving decisions in a safe environment (Aggarwal et al, 2010; Nehring & Lashley, 2009)
Participants of the study were 17 specialist nursing students, from the department of Health and Caring science at Linnaeus University (LNU) aging from 24 to 45 years old, with a great majority of females who had never experienced immersive videos; except for one who saw a chirurgical intervention during a livestream
The content of the 360-degrees videos was much appreciated by all the students, who found it very valuable and authentic, as it allowed them to interact and explore learning materials that usually are offered in different forms and media
Summary
The use of simulation in nursing education has been in practice for the last 50 years, aiming to prepare students and health care professionals to exercise complex caregiving decisions in a safe environment (Aggarwal et al, 2010; Nehring & Lashley, 2009). Research results indicate that students can improve their knowledge using computer-based simulations (BinSubaih et al, 2009; Day-Black 2015; Koivisto et al, 2017) This approach provides the instructor with detailed information about the students’ performance, and it contributes to a safe environment, where the students are allowed to make mistakes to improve their skills through detailed feedback (Bauman, 2012). Serious gaming presents simulations in a realistic environment (Bellotti et al, 2011) and videos which provide students with a realistic picture of a patient (Ikegami et al, 2017) Both these approaches can help improve students’ knowledge and their performance (Knigth et al, 2010). They provide multi-platforms (including VR, web and mobile technologies) to support interactive virtual simulation systems for nursing education (Kitchen, 2018)
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