|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2646919||1138945||2016||8 صفحه PDF||ندارد||دانلود رایگان|
• Nursing education is moving from traditional to constructivist pedagogy.
• Virtual simulation affords students an opportunity to walk in another's shoes.
• Students reported a positive impact on interactions with their patients.
BackgroundThe topics of inclusivity, diversity, and cultural awareness are difficult to adequately explore in a traditional classroom setting. The use of the virtual platform of Second Life® afforded a unique opportunity to use virtual role-play simulation to experience what it is like to walk in another's shoes.MethodFifteen graduate nurse educator students enrolled in a course titled “Inclusivity in Nursing Education” were randomly assigned a customized avatar, representing a marginalized person for use in a role-play simulation in the virtual world of Second Life®. Two written assignments regarding the learning experience were evaluated using a simple qualitative analysis.ResultsStudents indicated that they increased their own capacity to understand, appreciate, and relate to people different from themselves.ConclusionAlthough future research is needed to determine the full extent to which virtual platforms can be used effectively in nursing education, this case study demonstrated that valuable learning regarding complex topics can take place in the virtual world.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 4, April 2016, Pages 115–122