The use of avatars: challenging longstanding approaches for experiential learning in nursing

ABSTRACT

Background: The adoption of technology in healthcare and higher education supports an opportunity for educators to harness the capacity of digital environments. This research contributes to discourse of industry acceptance regarding the educational value of virtual teaching and learning nursing skills, along with transferability to healthcare. Methods: The research was conducted within a Bachelor of Nursing program. In Second Life, students completed assessment activities related to clinical nursing skills. Registered Nurses, educators, and undergraduate nursing students provided perceptions about this learning. This paper focuses on the theme of Virtual learning supports contemporary nursing education. Findings: Second Life was shown to mimic real-world, experiential learning. All participants agreed that Second Life could be utilised to rehearse and refine nursing skills in readiness for practice. Registered Nurses recognised that learning via this virtual platform could assist to close the theory practice gap. Conclusion: All key stakeholders valued the experiences provided when learning nursing in Second Life and recommended a broad adoption in curricula. As an adjunct teaching strategy, this has practice implications that could ultimately improve patient care and outcomes. A recommendation calls for nurse educators to adopt the use of virtual worlds for wider and consistent use in nursing curricula.

Keywords:

• Simulations
• virtual world
• nursing
• experiential learning
• clinical skills
• undergraduate

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Pauletta Irwin

Pauletta Irwin is a Registered Nurse and has extensive experience teaching in traditional classrooms, clinical, simulation, and blended environments. She also has developed strong theoretical and experiential knowledge of various simulation platforms in her years of employment in the tertiary sector.

Maree Crepinsek

Maree Crepinsek is a teaching academic and researcher, with clinical expertise in Midwifery and Nursing. With a strong interest in the global health of woman during childbearing Maree brings both national and international research experience and expertise in curriculum development that is evidence-based and student centred.

Rosanne Coutts

Rosanne Coutts is a teaching academic and researcher. As an accredited allied health professional her research is focused on best practice in pedagogy across clinical domains where her approaches to teaching practice and curriculum development include the construction of evidence-based methodologies that fully support student learning.