1.
Musa, Dahlia; Gonzalez, Laura; Diaz, Desiree; Penny, Heidi; Daher, Salam
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
2.
Musa, Dahlia; Gonzalez, Laura; Penny, Heidi; Daher, Salam
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.
2022
Dahlia Musa, Laura Gonzalez, Desiree Diaz, Heidi Penny, Salam Daher
Interactivity in Remote Healthcare Simulation Conference
International Nursing Association for Clinical Simulation and Learning (INACSL), 2022.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video
@conference{musa2022interactivity,
title = {Interactivity in Remote Healthcare Simulation},
author = {Dahlia Musa and Laura Gonzalez and Desiree Diaz and Heidi Penny and Salam Daher},
url = {https://drive.google.com/file/d/1wOXgRjV5HzA4Hen42mtSPoAjCucF_9yV/view},
year = {2022},
date = {2022-06-18},
urldate = {2022-06-18},
booktitle = {International Nursing Association for Clinical Simulation and Learning (INACSL)},
pages = {49},
abstract = {During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.},
keywords = {authenticity, Dahila Musa, Desiree Diaz, Heidi Penny, Interactivity, Laura Gonzalez, remote learning, Salam Daher, simulation, teamwork, video},
pubstate = {published},
tppubtype = {conference}
}
During the COVID-19 pandemic, nurse educators struggled to conduct manikin-based simulation due to limitations of safety and remote accessibility. Videos may have been used by educators as a substitute because they were cost-effective and could be conducted remotely. However, video lacks interactivity, which is a component of the standards of best practice for Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content Interactive Video Simulation (IVS) software that enables educators to convert their multimedia content healthcare simulation. We developed an into an interactive simulation that can be delivered to students via a video conferencing application (Musa et al., 2021). This study utilized the IVS software to compare an interactive video (INT) simulation and non-interactive video (VID) simulation. Research questions were: (1) Does interactivity engage students in problem-solving more than non-interactivity? (2) Does interactivity increase the authenticity of decision-making more than non-interactivity? Students completed a questionnaire derived from the Self-Assessment Teamwork Tool for Students (SATTS) (Gordon et al., 2016) and Virtual Patient Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, Evaluation (VPE) (Huwendiek et al., 2015) to assess teamwork and perceptions of authenticity, respectively. The mean INT score was greater than the mean VID score for two questionnaire items (p < 0.05). Students felt that in the INT simulation, teamwork was useful when problem-solving and the virtual simulation was authentic with regards to making decisions a nurse would make in real life. These results indicate that the interactive component encouraged collaboration to solve problems presented in the scenario and more accurately replicated the decision-making process of a nurse in a clinical setting.
2021
Dahlia Musa, Laura Gonzalez, Heidi Penny, Salam Daher
Interactive Video Simulation for Remote Healthcare Learning Journal Article
In: Frontiers in Surgery: Healthcare Simulation and Online Learning, vol. 8, pp. 16, 2021.
Abstract | Links | BibTeX | Tags: authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video
@article{musa2021interactive,
title = {Interactive Video Simulation for Remote Healthcare Learning},
author = {Dahlia Musa and Laura Gonzalez and Heidi Penny and Salam Daher},
url = {https://www.frontiersin.org/articles/10.3389/fsurg.2021.713119/full},
doi = {10.3389/fsurg.2021.713119},
year = {2021},
date = {2021-08-10},
urldate = {2021-08-10},
journal = {Frontiers in Surgery: Healthcare Simulation and Online Learning},
volume = {8},
pages = {16},
abstract = {Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.},
keywords = {authenticity, Dahila Musa, engagement, healthcare simulation, Heidi Penny, Interactivity, Laura Gonzalez, nursing, remote learning, rivs, Salam Daher, teamwork, video},
pubstate = {published},
tppubtype = {article}
}
Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.