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

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

There are no conditions for inclusion.

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

Project: 80
Midterm exam: 20

: 10
: 20
: 60