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Nurse Educ Pract. 2014 Nov;14(6):579-85. doi: 10.1016/j.nepr.2014.05.004. Epub 2014 May 20.

Evaluating interactive computer-based scenarios designed for learning medical technology.

Author information

1
Lund University, Sweden. Electronic address: johanna.persson@design.lth.se.
2
Lund University, Sweden. Electronic address: elisabeth.dalholm@design.lth.se.
3
Lund University, Sweden. Electronic address: mattias.wallergard@design.lth.se.
4
Lund University, Sweden. Electronic address: gerd.johansson@design.lth.se.

Abstract

The use of medical equipment is growing in healthcare, resulting in an increased need for resources to educate users in how to manage the various devices. Learning the practical operation of a device is one thing, but learning how to work with the device in the actual clinical context is more challenging. This paper presents a computer-based simulation prototype for learning medical technology in the context of critical care. Properties from simulation and computer games have been adopted to create a visualization-based, interactive and contextually bound tool for learning. A participatory design process, including three researchers and three practitioners from a clinic for infectious diseases, was adopted to adjust the form and content of the prototype to the needs of the clinical practice and to create a situated learning experience. An evaluation with 18 practitioners showed that practitioners were positive to this type of tool for learning and that it served as a good platform for eliciting and sharing knowledge. Our conclusion is that this type of tools can be a complement to traditional learning resources to situate the learning in a context without requiring advanced technology or being resource-demanding.

KEYWORDS:

Computer-based simulation; Continuing education; Intensive care; Interactive scenarios; Medical technology

PMID:
24898339
DOI:
10.1016/j.nepr.2014.05.004
[Indexed for MEDLINE]
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