Študijski programi

Objectives and competences

• Students will understand the basics of simulations with extended reality; • The student will be aware of the importance of improving his/her own clinical reasoning skills in problem finding and problem solving through simulations with extended reality; • The student will be able to develop learning content in health care that incorporates elements of simulations with expended reality; • By modelling scenarios in augmented reality simulations, the student will develop the knowledge and skills to think critically and evaluate the content of the modelled scenarios; • With using simulations with extended reality, he/she will evaluate his/her own potential for this type of education and develop the flow of information in health care.

Content (Syllabus outline)

• Introduction of expended reality simulation into health care learning environments; • Using simulation with extended reality to enhance theory and practice as a preparation for clinical training; • Testing the effectiveness of simulations with extended reality in health care education/empowerment; • Specific features of the preparation of materials from simulations with expended reality; • Modelling scenarios from simulations with extended reality in health care education; • Discussion of modelled scenarios from simulations with extended reality simulations in health care education; • Critical appraisal of content presented using extended reality simulations in health care education;

Learning and teaching methods

Lectures, exercises and discussion.

Intended learning outcomes - knowledge and understanding

Upon completion of the unit, the student will: • Explain and understand the importance of simulations with extended reality in health care education; • Be able to model scenarios using simulations with extended reality in health care education; • Discuss simulations with extended reality in health care.

Readings

• Choi, J., Thompson, C.E., Choi, J., Waddill, C.B. and Choi, S., 2022. Effectiveness of immersive virtual reality in nursing education: systematic review. Nurse Educator, 47(3), pp.E57-E61. • Kamenšek, T. (2022). Uporaba virtualnih simulacij ali virtualnih pacientov pri izobraževanju študentov v zdravstveni negi: integrativni pregled literature. Obzornik zdravstvene nege, 56(1), pp. 31–48. doi: 10.14528/snr.2022.56.1.3136. • Karnjuš I, Pucer P. Simulacije – sodobna metoda učenja in poučevanja v zdravstveni negi in babištvu. Obzor Zdrav Neg.2012;46(1):57-66. • Shorey, S. and Ng, E.D., 2021. The use of virtual reality simulation among nursing students and registered nurses: A systematic review. Nurse education today, 98, p.104662. • Woon, A.P.N., Mok, W.Q., Chieng, Y.J.S., Zhang, H.M., Ramos, P., Mustadi, H.B. and Lau, Y., 2021. Effectiveness of virtual reality training in improving knowledge among nursing students: A systematic review, meta-analysis and meta-regression. Nurse education today, 98, p.104655. • Plotzky, C., Lindwedel, U., Sorber, M., Loessl, B., König, P., Kunze, C., Kugler, C. and Meng, M., 2021. Virtual reality simulations in nurse education: A systematic mapping review. Nurse education today, 101, p.104868. • Kim, E.J., Lim, J.Y. and Kim, G.M., 2023. A systematic review and meta-analysis of studies on extended reality-based pediatric nursing simulation program development. Child Health Nursing Research, 29(1), pp.24-36. • Tang, Y.M., Chau, K.Y., Kwok, A.P.K., Zhu, T. and Ma, X., 2022. A systematic review of immersive technology applications for medical practice and education-trends, application areas, recipients, teaching contents, evaluation methods, and performance. Educational Research Review, 35, p.100429.

Prerequisits

red. prof. dr. GREGOR ŠTIGLIC, univ. dipl. inž. rač. in inf.

Project: 80
1st midterm examination: 20

: 10
: 20
: 60

Slovenian
Slovenian