A Multi-Site Evaluation of Observer Roles and Telepresence Technology in Simulation with Prelicensure Nursing Students

Bryan K. Dang, Brandon Kyle Johnson, Alice Butzlaff, Gregory E. Gilbert, Molly Schleicher, Jeland Palicte, April M. Wood, Suzan Kardong-Edgren

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Many learners are observers and do not directly participate in the care for a simulated patient. Immersive telepresence technology makes it possible to don virtual reality goggles, giving learners their own vantage point, making them feel present in the room. Methods: A multisite quasi-experimental design was used to explore differences in perceived levels of presence and knowledge outcomes among three common roles in simulation and an immersive telepresence role. Results: Learners in immersive telepresence observer roles had significantly higher presence scores than learners who observed via flat screen and projector in an audio-visual room. Immersive telepresence observer roles and active participant roles had similar scores of perceived presence. There were no significant differences in knowledge outcomes among learner roles. Conclusions: Immersive telepresence technology offers an ability to scale simulations for larger groups and demonstrates higher levels of perceived learner engagement and presence than other observer roles.

Original languageEnglish
Pages (from-to)86-94
Number of pages9
JournalClinical Simulation in Nursing
Volume55
DOIs
StatePublished - Jun 2021

Keywords

  • knowledge outcomes
  • manikin
  • nursing students
  • observer roles
  • prelicensure nursing education
  • presence
  • research
  • simulation
  • virtual reality technology

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