can game play teach student nurses how to save lives -- an
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Can Game Play Teach Student Nurses How to Save Lives ‐‐ An Undergraduate Training Proposal for Student Nurses in Pediatric Respiratory Diseases with a Living World
Gaming Construct April 13, 2012
Copyright 2011 University of Texas at Dallas, University of Texas at Arlington
Copyright 2012 Judy LeFlore. All rights reserved.
Disclosure University of Texas at Arlington is a Laerdal Center of Excellence
This presentation is not being sponsored by any company or organization and I am not promoting any commercial product.
Funding in part by University of Texas System, Children’s Medical Center, Dallas, and Health Resources and Services Administration and
Copyright 2012 Judy LeFlore. All rights reserved.
Purpose of Study 1. Compare gaming technology to lecture for delivery of undergraduate nursing pediatric respiratory content
Compare outcomes: 1) knowledge acquisition; 2) knowledge transfer; 3) knowledge retention; 4) accuracy/timeliness of care 5) student satisfaction
Copyright 2012 Judy LeFlore. All rights reserved.
MethodsFirst Developed:Virtual Pediatric Patients™ (VPPs™)Virtual Pediatric Unit™ (VPU™)Game Components
Copyright 2012 Judy LeFlore. All rights reserved.
Virtual Patients
Copyright 2012 Judy LeFlore. All rights reserved.
Virtual Nurses, Staff, Families
Copyright 2012 Judy LeFlore. All rights reserved.
Virtual Pediatric Unit™
Copyright 2012 Judy LeFlore. All rights reserved.
Game Components‐ Orientation
Copyright 2012 Judy LeFlore. All rights reserved.
Mini‐Games
Copyright 2012 Judy LeFlore. All rights reserved.
Round 1
Copyright 2012 Judy LeFlore. All rights reserved.
Assessment
Copyright 2012 Judy LeFlore. All rights reserved.
Confidence/Clock
Copyright 2012 Judy LeFlore. All rights reserved.
Methods Randomized, controlled trial Baccalaureate students nurses in a pediatric course (n = 106)
Experimental group = game play in computer lab + standardized simulation
Control group = lecture + standardized simulation
All participated in 2 Objective Structured Clinical Examinations (OSCEs) with mannequins
Copyright 2012 Judy LeFlore. All rights reserved.
Measurement ToolsDemographics – SurveyMonkey 10‐item knowledge test after OSCEsTechnical Evaluation Tool (TET) – one for each OSCE
Satisfaction Tool (12 items) –experimental group only
Copyright 2012 Judy LeFlore. All rights reserved.
ResultsParticipants n = 93 (86%)No differences in demographics
Copyright 2012 Judy LeFlore. All rights reserved.
Copyright 2012 Judy LeFlore. All rights reserved.
Knowledge
Copyright 2012 Judy LeFlore. All rights reserved.
TET Emily
Copyright 2012 Judy LeFlore. All rights reserved.
TET Sophia
Copyright 2012 Judy LeFlore. All rights reserved.
Copyright 2012 Judy LeFlore. All rights reserved.
Copyright 2012 Judy LeFlore. All rights reserved.
Health Resources and Services Administration http://www.nursingap.com/dashboard/
Copyright 2012 Judy LeFlore. All rights reserved.
Copyright 2012 Judy LeFlore. All rights reserved.
Health Resources and Services Administration Interprofessional Education (IPE) Technology Hybrid program
Tele‐health for case‐based teams of students Game‐based Mannequin‐based
Copyright 2012 Judy LeFlore. All rights reserved.
Copyright 2012 Judy LeFlore. All rights reserved.
Virtual Airway Trainer Pattern recognition Error recognition Self correction Deliberative practice More learning occurs from;
errors exposure to abnormal
Copyright 2012 Judy LeFlore. All rights reserved.
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