Tag: Health education

Categories
The project story

Fluid balance in critical care – a 360 training environment

“Often, there is no need for high-complexity scenarios but more of a basic approach to certain everyday skills. Having cases that are too complex often take the student away from the learning outcomes as students get distracted, sidetracked or lost with too much action,” says Esther Navarro, Nursing programme leader at UCV.

When developing cases, the team realised that it was better to develop easy cases, but many of them, so students were able to achieve more.

While teaching about the critically ill patient, the issue of balancing fluids always comes up, as it is crucial in order to support organ function and prevent complications. Critical illness can result in imbalances in fluid and electrolyte levels due to different factors.

UCV Nurse academic Dr. Olga Forero during the recording of the case.

UCV Nurse academic Dr. Olga Forero, a member of the UCV team, explains:

“Maintaining fluid balance is especially important in these patients because their bodies may be less able to compensate for imbalances, and they may be at increased risk for complications such as dehydration, electrolyte imbalances, or organ dysfunction”.

Method

A script was written by academics and shared with technicians beforehand in order to outline the actions to be taken, with specific instructions and details to create the overall feel of the production. The setting was the UCV virtual hospital, where everything is real except the patient.

Equipment and tools

  • GoPro Fusion 360º camera
  • Adobe Captivate
  • Smartphone

Even though it was a simple case, prior to recording, the team got together to prepare the scenario with all the details.

There was also a prebriefing to prepare and plan the course of action. Objectives, procedures, materials needed for scenario preparation and the way to proceed with the recording, points of interest in the script (hotspots) were again discussed.

After recording, a debriefing took place after the shooting to review what happened during the activity, to identify any areas that needed improvement and to assess the success of the scene. Debriefings are always important for learning and improving performance, as they provide an opportunity for the team to reflect on their work and identify areas for improvement.

“With this project and the way we are presenting 360 cases to them, our Nursing students are discovering the game-changing benefits of 360 technology in their clinical skills training,” Esther Navarro says, and continues:

“With the power of virtual reality simulations, they are able to immerse themselves in realistic and hands-on experiences, without the risk of harm to real patients. This technology allows them to practice and review procedures repeatedly, mastering their skills and building confidence in their abilities. As they step into the clinical setting, they are ready to take on any challenge that comes their way, thanks to the cutting-edge technology that has prepared them for success. It’s a revolutionary way for nursing students to learn, and it’s changing the game for the better!»

The UCV team after recording several cases in the UCV virtual hospital.

Read the case description for this case.

Watch video from the recording of the UCV cases

Categories
News The project story

Recorded four 360º cases

The video and pictures below were captured when 360 ViSi project member The Catholic University of Valencia “San Vicente Mártir”, UCV, worked on four new cases.

The cases were recorded by UCV’s team of academics at the university’s Virtual Hospital.

Behind the scenes

This video shows the stages and topics to consider when recording 360º video for education.

Creating a teaching methodology which is applicable to 360º video is the goal of the 360ViSi project, to help nursing students enhance their clinical, communication and team-working skills.

“Four 360º cases were recorded after creating a case script for each and carrying out a briefing with the technicians. Innovating in new teaching methodologies is something that we love doing for our nursing students!” says Esther Navarro, Dr of Nursing at UCV.

Image gallery from shooting of the case

Great team effort!
Categories
News The project story

Realistic training to improve quality of ward rounds

The daily surgical ward round in a hospital is an important arena for interprofessional collaboration and communication between physicians, nurses, and patients. To be a skilled interprofessional team worker is an important learning outcome in the nurse education program.

That is why University of Stavanger has developed an interactive 360° training environment for nursing students. Important factors in this tool are to help the nursing students to achieve clear communication and good cooperation, as well as awareness about the process and roles in the current setting.

Professor Ingrid Tjoflåt preparing for the 360° shoot.
Monitoring the camera input on the connected ipad.

“We want the nursing students to learn to take an active role and “speak up” during the rounds. The nursing students and the nurses are more in contact with the patients than the physicians, so their knowledge about the patient condition is very important during rounds,” says Ingrid Tjoflåt, professor at Faculty of Health Sciences at the University of Stavanger.

The solution can also be used by wards to increase awareness about ward rounds and facilitate discussions on how to handle them.

Four cases in one ward

The interactive training solution takes the nursing students into a surgical ward with four patients. The ward is presented using a 360° image and the interaction takes place through hotspots connected to each patient. A hotspot is an effect that is clickable to the user, for instance text boxes, videos etc.

In this case, the hotspots provide the user with information about the patients’ condition, and medical progress. In addition, the user is given tasks or questions designed to encourage reflections and discussions. With one of the patients, a video of communication between the patient, the physician and the nurse is shown.

Test the training environment here.

“We want nursing students who are about to embark on their clinical practice period to use this training environment as a preparation. It could also be used by educators as part of the clinical supervision of nursing students. The solution is simple but effective. It is obvious what we want the student to learn, which is important to the learning process,” Tjoflåt explains.

Effective production of 360° training environment

Producing this training environment was done very effectively. Due to thorough planning, the recording of images and video only took two hours. It is easy to develop the solution further with new diagnoses and updated information.

Read more about the process for creating 360° learning experiences

Preparations in advance:

  • A detailed script
  • Two planning meetings
  • Quality assurance and feedback about the script from nurses and physician on a surgical ward
  • Communicating the script and plans to actors

After the recording:

  • Creating and filling in material for the hotspots

Research project

The training environment will be part of a planned research project, where the goal is to evaluate how 360 video simulation cases from a hospital surgical ward round can ensure nursing students’ knowledge and confidence during the nursing training. Moreover, to explore how nurse educators at the Bachelor program in Nursing at the University of Stavanger (UiS) perceive 360 video simulations as a learning tool.

Check out the training environment yourself!

Go to the case description for the interactive ward round.

Categories
News The project story

Filming a 360° community nurse scenario in the Covid era

83-year-old mother and volunteer actor.

An 83-year-old mother and a best friend, who is also a retired community nurse, agreed to take part.

Before filming, it was important to ensure the home environment reflected the details in the script, all the necessary equipment was in place to meet the clinical scenario requirements and that the ‘actors’ were comfortable with the scenario expectations. In the 83-year-old’s case, the necessity to appear dishevelled was possibly the biggest challenge of all!

83-year-old mother and volunteer actor.
Retired community nurse – and also volunteer actor.

Learning points from filming ‘on location’

1. Have a very detailed specification for filming each of the scenes including the following elements:

  • Positioning of actors and equipment in the scene
  • Lighting in the room
  • Where the person filming will be positioned
  • Ensure the actors are aware of the sequencing of each scene and give them a script to prompt what they need to do/say is really helpful
  • Equipment list including technical e.g., camera, stand, microphones, lighting, batteries

2. Visit the filming location beforehand to check out the space, potential issues (as far as possible – some can’t be predicted!). Also, if you are filming outdoors, it is important to check weather reports well in advance of any date decided for the shoot. As filming 360 video outside in the rain is not advisable.

3. Prepare your equipment in advance and make sure you have spare memory cards, batteries etc, and check everything is working beforehand. It is useful to create a checklist to make sure you don’t forget anything before travelling to your location. Get to the location in plenty of time to set up.

4. For our shoot we used the following equipment:

  • Insta 360 One R camera
  • iPhone 11with Insta 360 app installed (app available for IOS and Android phones)
  • Bushman panoramic monopod V2 – weighted tripod stand
  • Insta 360 selfie-stick & tripod
  • 2 lavalier lapel mics & 2 Sennheiser mobile body packs and receivers
  • Zoom H6 recorder
  • 2 x 128gb SanDisk Extreme A2 micro-SD cards (for 360 camera)
  • 2 x 32gb SanDisk Extreme PRO SDXC (For Zoom – audio)
  • 2 packets of replacement AA & AAA batteries
  • 1 x Heaphones

The kit above is very portable and mostly fits (complete with travel cases) into a medium sized backpack.

Sound: We could have relied on the built-in microphone within the 360 camera for our audio and further reduced the required kit, but we already owned zoom and lapel mics and wanted to try and get the best sound possible. (Remember when using external audio equipment to provide an identifiable noise such as a handclap at the start of each clip once all devices are set to record. This helps when aligning/syncing the external audio with the video clip during editing).

Lighting: We decided not to take any lighting and rely on house lighting and portable table and floor lamps for indoor scenes. This worked well and looked natural and as part of the furniture when viewed in shot.

Remote control: We used the iPhone to take still photos of equipment and control the camera remotely but could have downloaded the Insta 360 app onto almost any type of smartphone.

Tripod: We did invest in the weighted tripod, this is advisable as other tripods we experimented with offered little resistance to even the slightest amount of breeze and could easily fall over, which could seriously damage the camera and at very least ruin the shot. The weighted tripod has also been designed to work well with 360 video cameras and leaves very little stand footprint to remove during editing.

Monopod: We also used the monopod for a motion shot with the nurse holding the camera at arm’s length whilst entering the house. Shots such as this can cause motion sickness when viewed in headset, but this one seems to be working.

Frame rate: It was decided that we would use the higher quality HDR mode setting for stills and all scenes were shot in 5.7k. at 30fps.

5. Remember with 360 you are shooting blind – be prepared for re-takes in an uncontrolled environment. We had family members walking downstairs into the shot, a cat walking through the front door! Tell your participants that this may happen when they agree to take part in the filming. If they have not learned a script, they have to keep remembering what they said or should be saying in the scene.

6. Remember when you are filming 360 the field of view is much wider than in usual filming – things or people you think are out of shot are sometimes in. We took advantage of natural hiding places such as the hedge in the front garden and the alleyway next to the garage to remain safely out of shot for the outside scenes. We monitored each scene via the Insta 360 phone app which was installed on the Iphone.

7. Take lots of batteries. A battery-operated kit is great to get the flexibility in how the scenes are filmed and for ease of use by the operator, but it is also useful to have an assistant to check battery levels in the different pieces of kit.

8. We had one professional technologist filming the scenes – with two assistants helping to set up the scenes, look after the actors/actresses and check batteries. It is important to check that the actors or any important information that you wish to include in your video is not captured in the camera’s stich-line. Having more than one person checking that each scene is correctly set-up is extremely useful.

9. Our participants in the film were an older family member (as the patient) and a district nurse (playing the district nurse) – they were not trained actors but were confident at role play. They read the specification of the scenes and activities beforehand but did not memorise a script but ad-libbed the scenes. This worked well in this case, but it is important to select performers who are confident to do this.

Have a look at our other tips on how to produce interactive 360° video for education.

Categories
News The project story

Safe learning with a patient surgeon

Imagine standing in an operation theatre and handing instruments to a surgeon. To nursing students, the impression can be nerve-wracking and may cause them to choose another area of specialization.

To guarantee that the future is not lacking nurses with competence to work in this demanding field, Turku University of Applied Sciences has created a virtual 360° game that supports the students’ skills in identifying surgical instruments.

Nursing students testing the VR instrument game.

The game gives the students a boost in their competence and showcases the reality of working in an operating theatre.

“When turning my head, I saw the very realistic environment. I believe this game lowers the threshold to work in an operating theatre,” says Jasmine Pitkänen.

Pitkänen, a soon-to-be-graduate nursing student. Along with her classmates, she gave an estimation of the learning experience. With a bit more practice on the game, Jasmine would be ready to jump on the deep end.

Learning by doing was a rewarding method for the students. Instead of reading books or watching videos and learning passively, the students appreciated active practicing and experiencing the lifelike situation. Or like Mikko Kinnunen put it:

“The experience was concrete, authentic and very realistic. I improved my score after rehearsing just once. When you practice, you learn.”

The students appreciated that, unlike books and videos, the game indicated incorrect answers. This feature along with the possibility to retry were seen as big bonuses from the learning point of view.

“If I handed a wrong instrument, it was made clear, and I got a chance to try again,” said Riikka Mörsky.

Instead of having the instruments explained as a list in a book, the game showed all the instruments at one glance. When reading about the topic, it did not occur to her, how the situation would look like in a real setting.

“If I had played this game at the beginning of my studies, I might have chosen to practice in an operating theatre.”

Valtteri Hannila appreciated the safe learning experience. Despite handing a wrong instrument several times, the surgeon stayed calm, and the rehearsal continued. In the real-life, a surgeon might not be as understanding. Playing in front of others added, however, more stress to the situation.

During their nursing studies, the students had played a learning game before, but this was the first VR learning game experience. Based on their practicing on the Instrument game, both the students’ experiences and attitudes towards the learning method were positive.

See video and interviews of the students testing the instrument game.

You may also find these stories interesting

The police student case – using 360° video in education

Specific needs for simulation tools in Health Education

User guide for creating interactive 360° video

Process for creating interactive 360° video for education

Categories
Results The project story

Review of current literature on simulation training in Health Education



This literature review is a supporting study to a report on specific needs for simulation tools in Health Education. This report will be published at a later stage.

Feel free to download the litereture review below

Literature reviewDownload

You may also be interested in

See more results from the 360ViSi project

Tips about producing 360° video

Categories
Results The project story

Specific needs for simulation tools in Health Education

There are different technologies that can facilitate digital learning for health sciences students in an immersive environment, such as virtual reality (VR), simulation or 360° video amongst others. These environments allow the student to interact with a virtual world through their immersion in a three-dimensional context with real experiences.

Immersive learning is used in various disciplines outside of Health sciences including engineering, mathematics, education, biology, neuroscience, psychology, computer science, communication, economics and business. It enables interaction in multidimensional environments and provides valuable tools to improve practice and theory in order to enhance and promote transformational learning. So, it is not only about technology but also about designing activities using the technology for students to learn in context, therefore increasing knowledge and improving skills and competencies.

Mapping out the landscape

One of the work packages in the 360Visi project sets out to find out how and where 360° video simulation advantageously can be used in Health education.

The main objective of the study is:

  • To identify specific proven areas in Health education where students will gain from 360° video simulation training.

In addition, the study has these specific objectives:

  • To analyse whether new technologies like 360° video are effective tools for student learning  
  • To identify needs for 360° video simulation training at the universities participating in the project

Please note that this is a short description of the study and its findings. We will publish the entire study at a later stage.

Methods

The following approaches were used in the study:

1.) Reviewing literature where simulation, 360° video, mobile phone applications, interactive video, telecare tools were used. The review included also 1b.) Information from the four universities participating in 360ViSi on their previous experience in the use of 360° video. Lastly 2.) A focus group of experts from each of the partner universities of the 360ViSi project, assessed the relevance, opportunity, effectiveness and feasibility of applying 360° technology in each of the areas of training in nursing education.

Literature review and previous experience

The evidence found from the literature review has shown that the use of new technologies in university teaching is already a reality that can benefit the learning of health sciences students. Specifically, the decrease in cost and the technological improvement on hardware in recent years have promoted the use of VR, AR or 360° video in this area of education.

The fact that students are able to have an experience before actual contact with a patient, either through real simulation or through virtual simulation, favours the consolidation of knowledge in a safer environment not only for the student but also the patient.

Of the four universities participating in the 360ViSi project, two of them have previous experiences with the use of 360° video technology in the teaching of health sciences students, and the other two universities had also developed technological solutions to improve the learning of their students.

Six areas for enhanced learning

The experts from the four participating universities each identified areas where use of 360° video would be relevant in health education and gave them scores to show which were most relevant.

  • Home care (Score 4)
  • Nursing care and procedures (Score 4)
  • Drug administration (Score 2)
  • Surgical care (preoperative, perioperative, postoperative) (Score 2)
  • Emergency and acute care (Score 3)
  • Ethics and communication (Score 2)

The score corresponds to how many of the universities have chosen that area as a priority for the application of 360° video technology. 

Within each of these areas, the experts found different items or competencies in which students could be trained using this technology and, also, enhance their learning. Each of them is detailed as follows:

Home Care

The experts highlighted the need to work on Home Care, particularly with the elderly, paying special attention to care related to injuries caused by falls. 

The possibility of working on correct decision-making in the patient’s home, especially in situations where there is palliative care involved in the home environment, was also underlined.

Another important aspect was the possibility of working on patient transfer (i.e. when transferring from/to their home and primary care or hospital facilities).

Nursing Care and Procedures

There is a mix of competencies that the experts have been emphasising, but they all have a point in common: the possibility for the student to acquire and incorporate practical skills and nursing care and procedures in a safe environment, through 360° technology, before their actual practice on real patients.

The need to enhance teamwork skills in nursing is emphasised, especially with the medical team during patient visits or ward rounds, which are necessary skills on all types of nursing care.

The importance of working on patient observation and clinical examinations of different kinds (assessment of the patient in pain, taking vital signs, knowledge of the clinical environment) has been highlighted by several universities. 

Different techniques in the care of pediatric and adult patients, such as cannulation or the care and prevention of ulcers or wounds, was also pointed out. 

Drug Administration

The experts emphasized the special benefit this technology could have for training in the work with drug administration – both for the administration of the medication, and also the organisation, drug preparation and drug round within the hospital environment.

360° technology can be a great tool for the student to effectively incorporate a systematic approach in their practice for the safe administration of medication. 

Surgical Care (preoperative, perioperative, postoperative care)

Even though it has only been pointed out by the experts from two of the universities, care related to the surgical environment lends itself very effectively to learning through 360° technology, as studies analysed in the first phase also have shown.

The experts highlighted the need to apply the 360° technology on training in pre-operative care, anesthesia nursing care, assisting the surgeon during the operation, patient preparation and nursing care in trauma surgery. 

Emergency and Acute Care

Three different areas have been identified within this item. Firstly, the need and importance of training on pre-hospital emergencies, given the property to rendering an image of the outdoors environment in 360° format enhances the teaching capacity in this area.

Secondly, hospital emergency/acute care, both in the emergency department and in the intensive care unit. Different needs were indicated in this field, such as cardiopulmonary resuscitation, care in patients with pulmonary oedema, pulmonary embolism, sepsis, etc. Thirdly, the expert group also sees possibilities for learning about the care of the ventilated patient, both on the use of ventilators and on techniques related to aspiration of secretions as an example.

Ethics and Communication

The experts from two universities pointed out the suitability of the 360° video technology in the area of Ethics and Communication. Specifically, the possibility of training on breaking bad news was highlighted, as well as the holistic assessment of the patient, evaluating their needs in full, taking into account patient beliefs, diversity and cultural aspects. Communication and correct decision-making can also be skills to be acquired effectively through the use of 360° video.

Reinforcing learning and training with minimal risk

360 video and other immersive technologies has unique features that allow the user to train at their discretion in a safe and non-intrusive environment.

It is clear that there is unanimous belief among the experts from the participating universities in the 360ViSi project that certain areas of learning can be reinforced by 360° video technology in order to help students consolidate high standards in nursing care and health education.

The methods that bring the student closer to their future professional role, and in which they can learn by repetition, and correct mistakes as many times as they need with minimal risk, should become increasingly important in the teaching-learning process. Beyond that, 360° video technology will in an academic university environment still require teaching and supervision in real time and in groups. This is also a context where the technology can be explored for new ways of learning – where the instructor can control what students look at, to make them aware of and reflect on certain details, ask them questions or correct common mistakes.

Please note that this is a short description of the study and its findings. We will publish the entire study at a later stage.

Literature

Literature reviewed and applied in the full 360ViSi project study and analysis of Needs for simulation tools in Health Education:

  1. Ayala Pezzutti, R.J., Laurente Cárdenas, C.M., Escuza Mesías, C.D., Núñez Lira, L.A., Díaz Dumont, J.R., Ayala Pezzutti, R.J., et al. (2020). Mundos virtuales y el aprendizaje inmersivo en educación superior. Propósitos y Represent. 8(1).
  2. Kilmon, C.A., Brown, L., Ghosh, S., Mikitiuk, A. (2010). Immersive virtual reality simulations in nursing education. Nurs Educ Perspect. 31(5):314-317. 
  3. Kinio, A., Dufresne, L., Brandys, T., Jetty, P. (2017). Break Out of the Classroom: The Use of Escape Rooms as an Alternative Learning Strategy forSurgical Education. J Vasc Surg. 66(3):e76.   
  4. Akhtar, K., Sugand, K., Sperrin, M., Cobb, J., Standfield, N., Gupte, C. (2015).  Training safer orthopedic surgeons. Acta Orthop. 3 de septiembre de. 86(5):616-21. 
  5. Harris, D.J., Bird, J.M., Smart, P.A., Wilson, M.R., Vine, S.J. (2020). Un marco para la prueba y validación de entornos simulados en experimentación y entrenamiento. Fronteras en psicología, 11, 605. https://doi.org/10.3389/fpsyg.2020.00605 
  6. Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017- 9676-0 
  7. Falconer, C.J., Slater, M., Rovira, A., King, J.A., Gilbert, P., Antley, A., Brewin, C.R. (2014). Embodying compassion:

a virtual reality paradigm for overcoming excessive selfcriticism. PLoS One. 9, 11, e111933 

  • Tropea, Joanne & Johnson, Christina & Nestel, Debra & Paul, Sanjoy & Brand, Caroline & Hutchinson, Anastasia & Bicknell, Ross & Lim, Wen. (2019). A screen-based simulation training program to improve palliative care of people with advanced dementia living in residential aged care facilities and reduce hospital transfers: study protocol for the Improving Palliative care Education and Training Using Simulation in Dementia (IMPETUS-D) cluster randomised controlled trial. BMC Palliative Care. 18. 10.1186/s12904-019-0474-x. 
  • Hanson, J., Andersen, P., Dunn, P.K. (2019). Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students’ knowledge and achievement in pharmacology: A mixed methods study. Nurse Educ Today. 81:19-25. doi:10.1016/j.nedt.2019.06.008 
  • Green, J., Wyllie, A., & Jackson, D. (2014). Virtual worlds: a new frontier for nurse education? Collegian (Royal College of Nursing, Australia), 21(2), 135–141. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/25109212 
  • Tjoflåt, I., Brandeggen, T. K., Strandberg, E. S., Dyrstad, D. N., & Husebø, S. E. (2018). Norwegian nursing students’ evaluation of vSim® for Nursing. Advances in Simulation. 3(1). https://doi.org/10.1186/s41077-018-0070-9 
  • Harrington, C. M., Kavanagh, D. O., Wright Ballester, G., Wright Ballester, A., Dicker, P., Traynor, O., Tierney, S. (2018). 360° Operative Videos: A Randomised Cross- Over Study Evaluating Attentiveness and Information Retention. Journal of Surgical 

Education. 75(4), 993–1000. https://doi.org/10.1016/j.jsurg.2017.10.010 

  1. Watson, W., & Yang, S. (2016). Games in schools: Teachers’ perceptions of barriers to game-based learning. Journal of Interactive Learning Research. 27(2), 153-170 
  2. Yi-Lien, Y., Yu-Ju, L., & Yen-Ting, R. L. (2018). Gender-Related Differences in Collaborative Learning in a 3D Virtual Reality Environment by Elementary School Students. Educational Technology & Society, 21(4), 204–216. https://doi.org/10.2307/26511549
  3. Choi, K. S. (2017). Virtual reality in nursing: Nasogastric tube placement training simulator. Studies in Health Technology and Informatics. 245, 1298. https://doi.org/10.3233/978-1-61499-830-3-1298.
  4. Hernández-Sampieri, R., Baptista-Lucio, P. & Fernández-Collado, C. (2010). Metodología de la investigación (5ta ed.). México: McGraw Hill. 
  5. Szyld, D., Uquillas, K., Kalet, A. (2017). Improving the clinical skills performance of graduating medical students using “WISE OnCall,” a multimedia educational module. Simulation in Healthcare. 12, 385–392. doi:10.1097/SIH.0000000000000254  
  6. Khan, R., Plahouras, J., Johnston, B.C., Scaffidi, M.A., Grover, S.C., Walsh, C.M. (2018). Virtual reality simulation training for health professions trainees in gastrointestinal endoscopy. Vol. 2018, Cochrane Database of Systematic Reviews. John Wiley and Sons Ltd; 2018.
  7. Pires, S., Monteiro, S., Pereira, A., Chaló, D., Melo, E., Rodrigues, A. (2017). Non-technical skills assessment for prelicensure nursing students: An integrative review. Vol. 58, Nurse Education Today. Churchill Livingstone; 2017. p. 19–24. 
  8. Alfalah, S.F.M., Falah, J.F.M., Alfalah, T. et al. (2019). A comparative study between a virtual reality heart anatomy system and traditional medical teaching modalities. Virtual Reality 23, 229–234 (2019). https://doi.org/10.1007/s10055-018-0359-y
  9. Kamińska, D.; Sapiński, T.; Wiak, S.; Tikk, T.; Haamer, R.E.; Avots, E.; Helmi, A.; Ozcinar, C.; Anbarjafari, G. (2019). Virtual Reality and Its Applications in Education: Survey. Information 2019, 10, 318. doi:10.3390/info10100318
  10. Shanahan, M. (2016). Student perspective on using a virtual radiography simulation Radiography, Volume 22, Issue 3, 217 – 222 https://doi.org/10.1016/j.radi.2016.02.004
  11. McDowell, J., Styles, K., Sewell, K., Trinder, P., Marriott, J., Maher, S., & Naidu, S. (2016). A Simulated Learning Environment for Teaching Medicine Dispensing Skills. American journal of pharmaceutical education. 80(1), 11. https://doi.org/10.5688/ajpe80111
  12. Jeffrey Woo, M., Andrew Newman, S. (2020). The experience of transition from nursing students to newly graduated registered nurses in Singapore. International Journal of Nursing Sciences. 1 (7). 81-90. https://doi.org/10.1016/j.ijnss.2019.11.002
  13. González Izard, S., Juanes Méndez, J., García-Peñalvo, F., Jiménez López, M., Pastor Vázquez, F. & Ruisoto, P. (2017). 360° vision applications for medical training. In Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2017). Association for Computing Machinery. New York, NY, USA, Article 55, 1–7. DOI:https://doi.org/10.1145/3144826.3145405
  14. Jessalyn, I. V., Kaufmann, R., Brandi, N. F. & Joe, C. M. (2020). Technology acceptance model: investigating students’ intentions toward adoption of immersive 360° videos for public speaking rehearsals, Communication Education, DOI: 10.1080/03634523.2020.1791351
  15. Taubert, M., Webber, L., Hamilton, T., Carr, M., & Harvey, M. (2019). Virtual reality videos used in undergraduate palliative and oncology medical teaching: results of a pilot study. BMJ supportive & palliative care. 9(3), 281–285. https://doi.org/10.1136/bmjspcare-2018-001720
  16. Herault, R. C., Lincke, A., Milrad, M., Forsgärde, E.-S., Elmqvist, C., & Svensson, A. (2018). Design and Evaluation of a 360 Degrees Interactive Video System to Support Collaborative Training for Nursing Students in Patient Trauma Treatment. In 26TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2018). (pp. 298–303). Asia-Pacific Society for Computers in Education.
  17. Molka-Danielsen, J., Prasolova-Førland, E., Fominykh, M. & Lamb, K. (2018). “Use of a Collaborative Virtual Reality Simulation for Multi-Professional Training in Emergency Management Communications,” 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Wollongong, NSW, 2018, pp. 408-415, doi: 10.1109/TALE.2018.8615147.
  18. Matthews, T.J., Tian, F., Dolby, T. Interaction design for paediatric emergency VR training. Virtual Reality & Intelligent Hardware. 4 (2). 330-344.  https://doi.org/10.1016/j.vrih.2020.07.006
  19. Donnelly, F., McLiesh, P., Bessell, S. (2020). Using 360° Video to Enable Affective Learning in Nursing Education. Journal of Nursing Education. 59(7):409-412 https://doi.org/10.3928/01484834-20200617-11
  20. Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., Glew, P. (2018). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review, Nurse Education Today, 60. 84-91, https://doi.org/10.1016/j.nedt.2017.09.020.
  21. Sá, M.J., Serpa, S. (2018). Transversal Competences: Their Importance and Learning Processes by Higher Education Students. Educ. Sci. 8, 126. https://doi.org/10.3390/educsci8030126
  22. Caena, F. (2019) Developing a European Framework for the Personal, Social and Learning to Learn Key Competence (LifEComp) , Punie, Y. editor(s), EUR 29855 EN, Publications Office of the European Union, Luxembourg, , ISBN 978-92-76-11225-9 (online), doi:10.2760/172528.
  23. Tracy, G., DeCristofaro, C. (2016). Use of Smartphones With Undergraduate Nursing Students. Journal of Nursing Education. 2019;55(7):411-415. https://doi.org/10.3928/01484834-20160615-11
  24. Smeltzer, S., Ross, J., Mariani, B., Meakim, C., Bruderle, E., Petit de Mange, E., Nthenge, S. (2018). Journal of Nursing Education. 2018;57(12):760-764 https://doi.org/10.3928/01484834-20181119-11
  25. Gomes, A. T. d. L., Salvador, P., Goulart, C. F., Cecilio, S. G., & Bethony, M. F. G. (2020). Innovative methodologies to teach patient safety in undergraduate nursing: Scoping review. Aquichan, 20(1), 1-14. doi:http://dx.doi.org/10.5294/aqui.2020.20.1.8
  26. Cant, R., Cooper, S. (2017). The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis. Nurse Education in Practice. 27. 45-62. https://doi.org/10.1016/j.nepr.2017.08.012
Categories
The project story User guide

Process for creating interactive 360° video for education

Please note that the information related to the patient case is constructed.

Step 1 – Scope

The process started with workshops where the goal was to describe the case, using and testing a predefined template. The template poses these questions:

  • What’s the goal of this 360-video?  
  • Why are we making the video in 360 format? 
  • Who is the audience of this video? 
  • What’s our video topic? 
  • What are the key takeaways of the video?  
  • What should viewers learn from watching it? 
  • What’s our call-to-action? What do we want viewers to do after they’ve finished watching the video? 
The team from University of Stavanger preparing for the case study.

For this case study, these questions were answered as follows:

What’s the goal of this video?  
Ensure knowledge and confidence in nursing care in a home care setting

Why are we making the video in 360 format and not 2D video? 
To present a comprehensive and complete overview of a complex home care setting where several factors interact together, i.e patient and surroundings (pictures, furniture etc). Ability for the student to move around at own will, as in a physical setting.

Who is the audience/target group of this video? 
Nurse student in the 2nd and 3rd year of the Bachelor program in nursing.

What’s our video topic? 
Home care nursing

Scenario
Still picture: Apartment – entrance/ living room and bedroom (with equipment).

Video from a home care setting. Still picture from entrance and living room and door into the room where the procedures and dialogue between patient and nurse take place.

Please note that the information related to the patient case is constructed.

Learning outcomes, information and call to action
For every hotspot (i.e. interactive digital areas in the video where information, sound and tasks may be included) in the video, these questions were addressed:

  • What are the key learning outcomes of the video?
  • What information should the student get – and where?
  • Call to action: What do we want the student to do? 

Step 2 – Mapping out the hotspots

Hotspot 1 

Learning outcomes

Knowledge:

  • Knowledge of communication and interaction with patients in a home care setting

Skills:

  • Skills in how to behave and communicate with patients in this home care setting
  • Display respect and dignity for the patient

General competence:

  • Reflection on nurse patient communication and interaction in a home care setting

Hotspot placement

Corridor /entrance and view of the living room in the apartment.

Hotspot voiceover

“You are visiting a patient for the first time as a nurse student in home care. You know that the patient is 65 years old lady, living in an apartment and your tasks are to do colostomy care and a heparin injection. The lady has received home care the last year. “

Hotspot questions (written)

  1. When you enter the room what will be important to observe to be able to communicate and display respect and dignity for the patient?
  2. Write an example of how you will communicate and interact with the patient living in this apartment?
  3. Share your example with your fellow students and reflect on your experience.
  4. Write a reflection paper based on your communication and interaction experience.

Hotspot 2

Learning outcomes

Knowledge:

  • Knowledge about prevention of falls in a homecare setting

Skills:

  • Supervise patient related prevention of falls according to their learning needs

Hotspot placement

Carpets

Hotspot on carpets. The student can click to hear sound and read the information, or move into the next room.

Hotspot voiceover

“Falls in a home care setting have serious health consequences, referring to the bachelor thesis about falls in a home care setting.”

Hotspot questions (written)

  1. Plan a supervision session about prevention of falls related to the patient you are visiting in the apartment.
  2. Conduct a supervision session about the prevention of falls.
  3. Evaluate the supervision session. 

Hotspot 3

Learning outcomes

Knowledge:

  • Knowledge about nutrition related to colostomy

Skills:

  • Supervise patient about nutrition intake when having a colostomy. 

Hotspot placement

Fruit bowl on the table

Hotspot voiceover

“The patient has a colostomy and according to the documentation at the home care office the lady has during the last week reported problem with flatus, irregular and thin stools and she has asked for some advice related to food intake.”

Hotspot questions (written)

  1. Assess together with the patient her nutritional status.
  2. Conduct a supervision / education session about nutrition related to colostomy using a digital device.
  3. Evaluate the supervision / education together with the patient.

Step 3 – Equipment and technical preparations

The technical preparation phase involved ensuring the equipment worked as it should. Practicing how to use the equipment was also part of this phase. Having control of all the technical details gives a better and controlled production phase.

Testing and familiarising with the equipment before going on location.

The equipment used was:

  • Tripod
  • Camera: GoPro Fusion 360
  • Ipad with installed Go Pro App to control the camera, monitor the film/photo input
  • Editing programme: 3D VISTA to add hotspots and learning elements

Note: Using the camera with the GoPro App was a great advantage – especially during the Covid-19 pandemic. This meant a minimum of people had to enter the flat, while others were monitoring everything from outside in the hallway. The distance from the camera to the Ipad can be up to 15 metres.

Step 4 – Communication and consent

At this stage it is time to

  • Contact and inform the selected clinical field about the project
  • Obtain permission and informed consent from patients, health personnel and eventually relatives
  • Divide and decide roles during the production phase

Step 5 – Production phase

Recording 360 video and 360 images on location. Remember:

  • Be on time
  • Keep the roles
  • Stick to the plan or the script (if a predefined script is described).
Visual Portfolio, Posts & Image Gallery for WordPress

Case example

Take the virtual tour of a patient’s home produced for the case study:

Home care example.

Categories
News The project story

Zero surgical failures



Petteri Joenpolvi, CEO of company ADESANTE, a start-up established out of the 360ViSi partner ADE, presented extended reality (XR) which is a new technology covering virtual reality (VR), augmented reality (AR) and mixed reality (MR).

“Every year 310 million patients are going through surgical procedures, and 50 million of them are experiencing some kind of complications. In the US, for example, 4000 people are injured every year due to surgical failures, of which 33 % experience permanent injury and 7 % wrongful death,” he explains.

ADESANTE has developed XR solutions for viewing medical images, planning surgical procedures, training surgeons and medical students and support surgery.

The XR solution is used by University hospitals and General hospitals. It’s easy to operate and gives you a precise overview of the human anatomy. It’s perfect for planning a surgical procedure and give the surgeons a better understanding of how to avoid surgical failures.

“Through ADE, the 360ViSi project will benefit from the expertise also from ADESANTE”, says the project manager Atle Løkken.

 Petteri Joenpolvi’s presentation, is available on YouTube.

https://www.surgeryvision.com/

Categories
News The project story

The instrument game

During nursing studies, there is rarely enough time to practice enough the needed skills to make students feel competent and confident. When entering an operating room, students often feel particularly nervous. As a working environment, it is strict and disciplined, that adds anxiety especially when the practicing time in busy teaching premises is limited due to, for example, spatial resources.

Learning by selecting

As a part of 360ViSi project, Turku University of Applied Sciences’ Turku Game Lab together with Nursing studies, have started to solve the problem by creating an education game placed in an operating room.

When playing, the student first sees a 360° demo video of surgery. In front of the student, one of the nurses is handing instruments to the surgeon according to his requests.

When starting the actual game, the student sees the surgeon and the selection of instruments. The task is to, according to the instructions, select and hand over the correct one. The key to the learning is the immediate feedback to the choices the student makes. In the end, the player sees the scores, the time used per instrument and the number of correct and wrong answers are shown.

Unlike during simulations or internships, the game gives the student a possibility to rehearse countless times. This leads to strengthened self-confidence and supporting his or her learning. Once the student gets to practice, he or she can concentrate on the aspects going beyond the basics.

The European Commission’s support for the production of this website does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

tilgjengelighetserklæring