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  • 1.
    Forsberg, Elenita
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Bäcklund, Berit
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Hjort-Telhede, Eva
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Karlsson, Staffan
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Virtual patient cases for active student participation in nursing education2018In: Journal of Nursing & Care, ISSN 2167-1168, Vol. 7, p. 63-63Article in journal (Refereed)
    Abstract [en]

    A didactive method which promote a more active student participation (ASP), Virtual Patient (VP) cases  may be a valuable intervention. VP cases are defined as interactive computer simulations of real-life clinical scenarios for healthcare education. VP cases are excellent for training clinical reasoning skills.

    The aim of the study was to investigate utilization of VP cases for ASP in nursing education, regarding student’s learning experience.

    The design was an intervention study, 58 students in the third semester of six in the nursing program were included in the study. In 2016-2017, interventions have been conducted in the Human Biomedicine course with the purpose to develop a course concept that included didactic methods that promoted ASP. The students performed four VP cases individually at home. Before solving  the VP cases, the students had lectures in medicine science for example concerning chest organs diseases. In order to be a complement to that lecture the VP case was about chronic obstructive pulmonary disease. The lectures were followed up with seminars where the students were able to ask questions regarding conducted VP cases. After each performed VP case, the student answered a self -evaluation form with open ended questions.  Data was conducted using content analysis.

    The result showed that the students found the VP cases challenging and motivational. The VPs taught them to think wide and stimulated to search for more knowledge. Finally they thought it was a good way to test themselves and appreciated the direct feedback, lack of knowledge became visible at once. © 2018 OMICS International

  • 2.
    Forsberg, Elenita
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Bäcklund, Berit
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Hjort-Telhede, Eva
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Karlsson, Staffan
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), Health and Nursing.
    Virtual Patient Cases for Active Student Participation in Nursing Education — Students’ Learning Experiences2019In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 10, no 7, p. 1475-1491Article in journal (Refereed)
    Abstract [en]

    Virtual Patient cases (VP cases) promote learning, teaching, and assessment of clinical reasoning and can stimulate and motivate active learning experiences in nursing education. The aim of the study was to investigate the use of VP cases for active student participation in nursing education regarding students’ learning experiences of clinical reasoning. After an intervention using VP cases in the graduate nursing program, 174 evaluation questionnaires were collected from the students. The questionnaire consisted of open-ended questions that covered students’ learning experiences using VP cases. Deductive content analysis was used with a focus on the students’ learning experiences. The results showed that the use of the VP cases provided a comprehensive view of the patient and encouraged the students to broaden their thinking and helped them in drawing conclusions and in structuring their problem-solving. The VP cases also stimulated their learning process and reflection. Their knowledge was challenged, and this motivated them to search for more knowledge that was then followed up in the VP cases. The students found that the VP cases provided support in translating theoretical knowledge into clinical reasoning, and they facilitated the application of theory in practice and encouraged the students to use their clinical reasoning. The VP cases allowed for self-evaluation, which was a motivating force and increased their awareness of their abilities for clinical reasoning. Learning experiences from VP cases seem to be applicable in higher education and seem especially useful in enabling nursing students to apply theory in their clinical practice. Experiential learning theory supports the learning experiences from VP cases in clinical reasoning. In addition, working with VP cases seems to promote active student participation. Copyright © 2019 by author(s) and Scientific Research Publishing Inc.

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