Exam 20: Simulation, Game Mechanics, and Virtual Worlds in Nursing Education

It can take several hours of gameplay to learn the mechanics of some games, and even longer for the more complex games. If subject-matter learning can occur only after this initial game-mechanics learning occurs, how can educators justify the amount of time a learner must spend within the game just to get to the point where learning begins?

Considering the realistic nature of simulation and its hands-on active approach to learning, it seems that the use of simulation modalities can be a powerful tool in moving student nurses-indeed, any practitioners-toward achieving the informatics competencies.

Games are supposed to be fun and voluntary. How can educators force a game on a student and expect it to remain fun and engaging?

A nursing student is playing a browser-based game that lasts less than 5 minutes to practice nursing content questions. Which type of game is the nursing student playing?

A nursing student makes an error in patient care during the simulation activity. Which statement by the nursing instructor can assist the student in learning from the simulation?

In an educational game, feedback should be used to stress competency.

Consider your experience and learning with regard to EHRs. If you were to design a learning program centered on the use of EHRs, what would it look like? Consider this from the viewpoint of an educator, a student, a clinician, and a healthcare administrator.

Medical simulations use realistic three-dimensional computer models of humans to investigate new medical possibilities and to test assumptions (learning-to-know skills). Simulations of drawing blood and complex medical operations are used to teach learning-to-do skills.

A three-dimensional virtual world often mimics a real-world environment, although it may also include impossible abilities, such as flying unaided.

A nursing student receives the goal, educational outcomes, and related course objectives for the simulation, which are characteristics of which component of simulation?

A nursing student is documenting in a simulated electronic health record. During debriefing, the nursing student will receive which of the following?

As educators become more skilled in the use of simulations, games, and virtual worlds, and as designers share their creative works with others, we can expect to see these tools used more frequently.

A nursing instructor is designing an assignment that requires social interaction and is goal-oriented. Which learning environment would meet these requirements?

A novice nurse is documenting in the electronic health record. Which of the following will the new graduate likely need assistance with?

The electronic health record (EHR) can be used as an active learning tool within the classroom. Rather than requiring students to absorb information from a book, the EHR can become a powerful way for learners to make important connections about caring for patients with a specific disease process or to learn concepts of pathophysiology or pharmacology.

The ________ is a student-centered discussion during which the participants and observers reflect on performance during the scenario and make recommendations for future practice.

The most impactful part of simulation is debriefing, which allows the learner to reflect on the authentic experience and solidifies the learning in the simulated experience.

A nurse is playing an educational game that requires quick action and intervention, which is known as a(n):

An informatics nurse is orienting a new graduate nurse to the electronic health record. Based on research, the informatics nurse would expect which of the following?

Simulated experiences in nursing education should contain the PEDA (pre-brief, enactment, debrief, and assessment) elements to provide important opportunities for students to hone critical thinking and clinical skills in a safe and supportive environment.