Virtual worlds: A new frontier for nurse education?


 

Green, Wylie and Jackson (2013) discussed the potential opportunities of using collaborative and immersive learning such as using virtual worlds and realities. They stated that it is an opportunity for learners to be engaged meaningfully with computers rather than from computers. The use of two or three dimensional computer-based environments can be used to simulate aspects of the real world.  These worlds can be used to engage students in learning that requires team work, collaboration, attainment and practice of clinical skills. These methods can also be used as an adjunct for reinforcing concepts learned in other learning environments such as the simulation laboratory, clinical practice or professional experience. These platforms provide opportunity for interaction between different members of the health care team. In the paper the super stable the learning theories and their application to virtual worlds, which can be used if considering developing or using one of these modalities as a learning and teaching tool.

There are  implications for clinical supervision if these methods are used for learning and teaching. There are opportunities for supervisors to have input into the virtual worlds by enabling authenticity of learning by students. It would also enable supervisors to gain an understanding of the learning and teaching used within the curriculum to aid learners to learn the content knowledge required for clinical practice or professional experience.

Choice of platform, type of world, construction and use would be factors when considering using this type of mode for learning and teaching. There may be opportunities for upskilling in information communication technology of supervisors that did participate in this type of adjunct. Even if supervisors were not directly  involved with using these platforms, there are considerations to be aware of. These could include students gaining skills in team work, collaboration and the process of being part of a multidisciplinary team. However, the conduct, resourcing and critical decision making employed will be bound by how the platform is developed and what parameters each of the players are afforded. It may be similar to the ‘culture shock’ of changing work environment. Novice practitioners may not be aware of the nuances and differences required in different workplaces. The upside is it could assist them to become more flexible, critical thinkers rather than relying on routine patterns of behaviour they may be expecting or have a already experienced.

The authors discuss presence, equity and safety factors that need to be considered. Certainly, these platforms provide opportunities to experience new ways of learning that could be stimulating and effective. If you have any comments about using virtual worlds you are welcome to post them here and, or join the PEPCommunity on Twitter @PEPCommunity.

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