Evaluation of a virtual reality based interactive simulator with haptic feedback for learning NGT placement

Background The placement of a nasogastric tube is a blind process; the tube may be mistakenly inserted into other locations, leading to possible complications or fatal incidents. Effective education and training of nursing students to perform this procedure is essential. Purpose To investigate the application of the virtual reality based simulator with haptic feedback to nursing students for their learning around nasogastric tube placement. Methods A quasi-experimental non-equivalent group pre- and post-test study, in which the outcome measures of two classes of pre-registration nursing students were compared for their evidence of learning about the advanced NGT simulator (in addition to usual training) against the control group who only used mannequins for their usual education and training. Results There was a decrease, though remaining at a good level, in the technology acceptance rating within (p = .000) and between (p < .05) the simulator group than the control over time at post-test. Taking into consideration of some demographic differences at baseline between the two groups, analysis of results demonstrated that there was no predictor effect of those factors in relation to technology acceptance (F = .02, p = .922), but in scores for the test using multiple-choice questions (MCQ) about knowledge in nasogastric tube insertion (F = 23.4, p = .000). Both groups demonstrated significant increases in MCQ scores at post-test, with higher scores in the simulator group at both pre-test (p < .05) and post-test (p = .000). There was no significant difference in learning outcomes around competence in skills within the evaluation results between groups at post-test. Usability of the simulator system as rated by the simulator group was good. Conclusions Students did not reject the use of the new simulator for their learning about nasogastric tube placement. As an adjunct to conventional teaching and learning, the use of the simulator appears to be promising in enhancing the education and training of nursing students for development of the important clinical skill of safe nasogastric tube placement. Future studies are warranted, with the design inclusive of equivalent groups and a larger sample size to further the evidence in substantiating the use of this simulator for better learning outcomes

Proceedings of the 1st European conference on disability, virtual reality and associated technologies (ECDVRAT 1996)

The proceedings of the conferenc

A heuristic force model for haptic simulation of nasogastric tube insertion using fuzzy logic

2016-2017 > Academic research: refereed > Publication in refereed journal201804_a bcmaAccepted ManuscriptRGCPolyU5134/12EPublishe

Space Biology and Medicine

Volume IV is devoted to examining the medical and associated organizational measures used to maintain the health of space crews and to support their performance before, during, and after space flight. These measures, collectively known as the medical flight support system, are important contributors to the safety and success of space flight. The contributions of space hardware and the spacecraft environment to flight safety and mission success are covered in previous volumes of the Space Biology and Medicine series. In Volume IV, we address means of improving the reliability of people who are required to function in the unfamiliar environment of space flight as well as the importance of those who support the crew. Please note that the extensive collaboration between Russian and American teams for this volume of work resulted in a timeframe of publication longer than originally anticipated. Therefore, new research or insights may have emerged since the authors composed their chapters and references. This volume includes a list of authors' names and addresses should readers seek specifics on new information. At least three groups of factors act to perturb human physiological homeostasis during space flight. All have significant influence on health, psychological, and emotional status, tolerance, and work capacity. The first and most important of these factors is weightlessness, the most specific and radical change in the ambient environment; it causes a variety of functional and structural changes in human physiology. The second group of factors precludes the constraints associated with living in the sealed, confined environment of spacecraft. Although these factors are not unique to space flight, the limitations they entail in terms of an uncomfortable environment can diminish the well-being and performance of crewmembers in space. The third group of factors includes the occupational and social factors associated with the difficult, critical nature of the crewmembers' work: the risks involved in space flight, changes in circadian rhythms, and intragroup interactions. The physical and emotional stress and fatigue that develop under these conditions also can disturb human health and performance. In addition to these factors, the risk also exists that crewmembers will develop various illnesses during flight. The risk of illness is no less during space flight than on Earth, and may actually be greater for some classes of diseases

Online courses for healthcare professionals: is there a role for social learning?

Background: All UK postgraduate medical trainees receive supervision from trained supervisors. Training has traditionally been delivered via face to face courses, but with increasing time pressures and complex shift patterns, access to these is difficult. To meet this challenge, we developed a two-week massive open online course (MOOC) for faculty development of clinical supervisors. Summary of Work: The MOOC was developed by a group of experienced medical educators and delivered via the FutureLearn (FL) platform which promotes social learning through interaction. This facilitates building of communities of practice, learner interaction and collaboration. We explored learner perceptions of the course, in particular the value of social learning in the context of busy healthcare professionals. We analysed responses to pre- and post-course surveys for each run of the MOOC in 2015, FL course statistics, and learner discussion board comments. Summary of Results: Over 2015, 7,225 learners registered for the course, though 6% left the course without starting. Of the 3,055 learners who began the course, 35% (1073/3055) were social learners who interacted with other participants. Around 31% (960/3055) learners participated fully in the course; this is significantly higher than the FL average of 22%. Survey responses suggest that 68% learners worked full-time, with over 75% accessing the course at home or while commuting, using laptops, smart phones and tablet devices. Discussion: Learners found the course very accessible due to the bite-sized videos, animations, etc which were manageable at the end of a busy working day. Inter-professional discussions and social learning made the learning environment more engaging. Discussion were rated as high quality as they facilitated sharing of narratives and personal reflections, as well as relevant resources. Conclusion: Social learning added value to the course by promoting sharing of resources and improved interaction between learners within the online environment. Take Home Messages: 1) MOOCs can provide faculty development efficiently with a few caveats. 2) Social learning added a new dimension to the online environment