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Evaluating interactive computer-based scenarios designed for learning medical technology.

Persson, Johanna LU ; Dalholm Hornyánszky, Elisabeth LU ; Wallergård, Mattias LU and Johansson, Gerd LU (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)
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author
organization
publishing date
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
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
2014-07-10 09:39:01
date last changed
2017-06-11 03:10:06
@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},
  volume       = {14},
  year         = {2014},
}