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Augmented reality m-learning to enhance nursing skills acquisition in the clinical skills laboratory

Augmented reality m-learning to enhance nursing skills acquisition in the clinical skills laboratory Purpose – This paper aims to report on a pilot research project designed to explore if new mobile augmented reality (AR) technologies have the potential to enhance the learning of clinical skills in the lab. Design/methodology/approach – An exploratory action-research-based pilot study was undertaken to explore an initial proof-of-concept design in using AR resources to supplement clinical skills lab teaching. A convenience non-probability sample of 72 undergraduate nursing students tested these resources during lab sessions, and participated in post-exposure surveys and focus groups to help evaluate them. This pilot design aimed to test logistics and gather information prior to further developmental work. Findings – Key similarities emerged between the survey and focus group findings regarding the technical issues and support for student learning. Students clearly expressed a comfort with the technology, and both students and faculty identified the ability to access resources to support self-directed learning and review of skills as positive attributes of using AR. However, technical issues such as slow response times and incompatible smartphones interfered with resource access and frustrated some students, potentially having a negative impact on their learning. Students gave positive feedback regarding the value of mobile access and having AR resources available “at the bedside” where they were practicing. Research limitations/implications – This empirical pilot study was limited to a small number of participants in a single location. However, a deeper understanding of the potential value of AR in clinical health professional education, and best practices in implementing these new technologies, was achieved. Practical implications – This study provides a valuable practical contribution, as the approach for AR resource development described can be readily replicated by teachers with limited technical skills. The practical limitations of AR technologies discovered by use in real-world settings will provide developers and educators with valuable information as they begin to explore the use of AR in the lab and beyond. Social implications – AR represents a rapidly developing field, with increasing social impact. This study provides some initial ideas that will help inform future uptake of AR in wider educational settings, beyond health professional education. Originality/value – This study represents original work in the field, and specifically, an original implementation of AR in an educational context. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Augmented reality m-learning to enhance nursing skills acquisition in the clinical skills laboratory

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References (42)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1741-5659
DOI
10.1108/ITSE-05-2015-0013
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to report on a pilot research project designed to explore if new mobile augmented reality (AR) technologies have the potential to enhance the learning of clinical skills in the lab. Design/methodology/approach – An exploratory action-research-based pilot study was undertaken to explore an initial proof-of-concept design in using AR resources to supplement clinical skills lab teaching. A convenience non-probability sample of 72 undergraduate nursing students tested these resources during lab sessions, and participated in post-exposure surveys and focus groups to help evaluate them. This pilot design aimed to test logistics and gather information prior to further developmental work. Findings – Key similarities emerged between the survey and focus group findings regarding the technical issues and support for student learning. Students clearly expressed a comfort with the technology, and both students and faculty identified the ability to access resources to support self-directed learning and review of skills as positive attributes of using AR. However, technical issues such as slow response times and incompatible smartphones interfered with resource access and frustrated some students, potentially having a negative impact on their learning. Students gave positive feedback regarding the value of mobile access and having AR resources available “at the bedside” where they were practicing. Research limitations/implications – This empirical pilot study was limited to a small number of participants in a single location. However, a deeper understanding of the potential value of AR in clinical health professional education, and best practices in implementing these new technologies, was achieved. Practical implications – This study provides a valuable practical contribution, as the approach for AR resource development described can be readily replicated by teachers with limited technical skills. The practical limitations of AR technologies discovered by use in real-world settings will provide developers and educators with valuable information as they begin to explore the use of AR in the lab and beyond. Social implications – AR represents a rapidly developing field, with increasing social impact. This study provides some initial ideas that will help inform future uptake of AR in wider educational settings, beyond health professional education. Originality/value – This study represents original work in the field, and specifically, an original implementation of AR in an educational context.

Journal

Interactive Technology and Smart EducationEmerald Publishing

Published: Nov 16, 2015

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