| Titre : | Curricular uptake of virtual gaming simulation in nursing education (2021) |
| Auteurs : | Margaret Verkuyl ; Jennifer L. Lapum ; Oona St-Amant ; Michelle L. Hughes ; Daria Romaniuk |
| Type de document : | Article |
| Dans : | Nurse Education in Practice (Vol. 50, January 2021) |
| Article en page(s) : | 102967 |
| Note générale : | https://doi.org/10.1016/j.nepr.2021.102967 |
| Langues: | Anglais |
| Descripteurs : |
HE Vinci Élève infirmier ; Enseignement infirmier ; Formation par simulation ; Jeu virtuel |
| Résumé : | In nursing education, virtual simulations are used to augment in-person simulation and prepare and supplement students for clinical placements. More recently, as a result of the COVID-19 pandemic, virtual simulations are being used to replace clinical hours. Many virtual simulations require the user to make decisions that affect the outcome of the simulated experience. In this article, we provide a historical account of the virtual gaming simulations that members of our team developed and the processes that led to successful uptake into curriculum. In addition, we share lessons learned from our experiences in terms of maximizing curricular uptake. We found engagement of the teaching team is essential when using VGS in a course. In addition, when using VGS, it is important to follow the process of prebrief, enactment, debrief and evaluation. Educators can build on and grow from our lessons learned so that the path to embedding virtual gaming simulation in curriculum becomes clear. |
| Disponible en ligne : | Oui |
| En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/abs/pii/S1471595321000032#! |
Bibliothèques HE Vinci
