Evaluating interactive computer-based scenarios designed for learning medical technology.
(2014) In Nurse Education in Practice 14(6). p.579-585- Abstract
- The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of... (More)
- The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/4529211
- author
- Persson, Johanna LU ; Dalholm Hornyánszky, Elisabeth LU ; Wallergård, Mattias LU and Johansson, Gerd LU
- organization
- publishing date
- 2014
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Nurse Education in Practice
- volume
- 14
- issue
- 6
- pages
- 579 - 585
- publisher
- Elsevier
- external identifiers
-
- pmid:24898339
- wos:000349568300001
- scopus:84918813292
- pmid:24898339
- ISSN
- 1873-5223
- DOI
- 10.1016/j.nepr.2014.05.004
- language
- English
- LU publication?
- yes
- id
- 11424b71-d5f0-484d-a1f6-b20e98886a5c (old id 4529211)
- date added to LUP
- 2016-04-01 10:23:06
- date last changed
- 2022-03-12 05:17:50
@article{11424b71-d5f0-484d-a1f6-b20e98886a5c,
abstract = {{The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding.}},
author = {{Persson, Johanna and Dalholm Hornyánszky, Elisabeth and Wallergård, Mattias and Johansson, Gerd}},
issn = {{1873-5223}},
language = {{eng}},
number = {{6}},
pages = {{579--585}},
publisher = {{Elsevier}},
series = {{Nurse Education in Practice}},
title = {{Evaluating interactive computer-based scenarios designed for learning medical technology.}},
url = {{http://dx.doi.org/10.1016/j.nepr.2014.05.004}},
doi = {{10.1016/j.nepr.2014.05.004}},
volume = {{14}},
year = {{2014}},
}