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

Question 1

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.

Answer 1

No Answer

Question 2

Think about the clinical courses you have taken as a student. Which opportunities and challenges exist regarding the use of an EHR as a major learning tool in conjunction with, or perhaps even replacing, the required textbook?

Answer 2

No Answer

Question 3

If you were to design a simulation scenario incorporating the use of an EHR, which informatics competencies would you focus on and why?

Answer 3

No Answer

Question 4

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?

Question 5

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?

Question 6

If you were choosing between a latex-based simulation and a virtual simulation, what would you list as each of their advantages and disadvantages? Would PEDA elements be present for both?

Question 7

How do educators acquire the training needed not just to get by in these new environments, but rather flourish, thrive, and mold the environments for their purposes?

Question 8

What is the term for an imitation of a real-life event or circumstance?

A) Game mechanics
B) Virtual world
C) Simulation
D) Game play

Question 9

What is the term for the rules, instructions, and constructs that the learner interacts with while playing a game?

A) Game mechanics
B) Virtual world
C) Simulation
D) Game play

Question 10

What is the term for how the learner interacts with the game?

A) Game mechanics
B) Virtual world
C) Simulation
D) Game play

Question 11

What is the term for a live, online, interactive three-dimensional environment in which users interact using speech or text via a personalized avatar?

A) Game mechanics
B) Virtual world
C) Simulation
D) Game play

Question 12

According to McGonigle, a simulation should contain four components: pre-brief, enactment, debrief, and assessment (PEDA). The students receive the simulation information in what component?

A) Pre-brief
B) Enactment
C) Debrief
D) Assessment

Question 13

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

A) pre-brief
B) enactment
C) debrief
D) assessment

Question 14

________ is the term for the student actually assuming the role or performing the activity.

A) Pre-brief
B) Enactment
C) Debrief
D) Assessment

Question 15

During the ________, the student should be provided with a detailed explanation of how he or she will be evaluated and graded that relates to the goal, educational outcomes, and, if applicable, course/program outcomes; also during this component, the student's performance is rated.

A) pre-brief
B) enactment
C) debrief
D) assessment

Question 16

A simulated medical record or simulated electronic health record has four components. Which of the following is one component?

A) Spreadsheet
B) Static webpage shells
C) Computers with Internet access
D) All of these are correct.

Question 17

Which of the following are major considerations when looking to adopt a simulated electronic health record?

A) Cost and overall fidelity or realism
B) Ease of use for the instructor and learner and flexibility of the system to be customized and used as a stand-alone tool or in the setting of a full-scale simulation scenario
C) Technical support from the vendor, time to build or develop the patient database, and additional simulation materials included with the package
D) All of these are correct.

Question 18

An educational game-one designed for learning-is a subset of both play and fun and is sometimes referred to as a(n):

A) serious game.
B) augmented reality game.
C) educational game.
D) casual game.

Question 19

When educators develop virtual worlds for education, they can control the scenarios or activities experienced by the learners. Virtual worlds used for simulation also include a _______ for their learners, and this process solidifies the learning.

A) pre-brief
B) enactment
C) debrief
D) assessment

Question 20

In what type of game does a person use a device, such as a smartphone, to overlay additional information onto the real world?

A) Serious game
B) Augmented reality game
C) Educational game
D) Casual game

Question 21

_______ is a tool designed to emulate some aspect of the clinical practice environment, which may be focused on a single task or designed to mimic a complete patient care situation.

A) A game
B) A simulator
C) Scaffolding
D) All of these are correct.

Question 22

______ refers to making learning fun.

A) Simulation
B) Scaffolding
C) Edutainmaint
D) Game playing

Question 23

By applying an academic electronic medical record (AEMR) to augment students' informatics competencies and critical thinking into the nursing curricula, we can better prepare the future workforce.

Question 24

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.

Question 25

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.

Question 26

Virtual and latex-based simulations are valuable educational assets in all levels of nursing education. They provide a safe, authentic environment to develop knowledge, skills, and attitudes prior to interacting with actual patients.

Question 27

Seven key steps were established to meet the 10-year vision of the TIGER initiative. Of particular interest is the call to take an active role in the design and integration of informatics tools that are intuitive, affordable, usable, responsive, and evidence-based.

Question 28

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.

Question 29

Simulations may have game-like qualities, and virtual worlds may be used to present a simulation.

Question 30

Role-playing games are an excellent way for nursing educators to guide students through any situation where a sequenced step-by-step introduction to the parts of the job or skill is required.

Question 31

There are also gaming simulations. A simulation game uses game mechanics to imitate or copy real-life activities or actions in the form of a game.

Question 32

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

Question 33

Games are goal oriented and may be competitive in nature. They should be fun and perhaps a bit fantastical and light-hearted. A particular game may or may not include exploratory learning and social interaction. Although simulations are also goal oriented, the competition is generally subdued. Simulations are generally more realistic and are not necessarily fun to use.

Question 34

Rigorous or high-quality evaluation and research into the teaching and learning techniques offered by serious games can offer insight into future changes not conceived of at this moment.

Question 35

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.

Question 36

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.

Question 37

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

A) Pre-briefing
B) Enacting
C) Debriefing
D) Evaluation

Question 38

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?

A) The new graduate nurse will likely be uncomfortable using applications to document.
B) The new graduate nurse will be proficient in using standardized nursing terminology.
C) The new graduate will be comfortable with creating an electronic nursing care plan.
D) The new graduate will understand the role of nursing informatics in patient care.

Question 39

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

A) Specific feedback on documentation
B) Competency evaluation on documentation
C) Input from a "live" electronic health record documentation experience
D) Opportunity to adjust the simulation outcomes

Question 40

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

A) action game.
B) adventure game.
C) strategy game.
D) building game.

Question 41

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

A) Simulation
B) Virtual world
C) Gaming
D) Tutorial

Question 42

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) A casual game
B) A gaming simulation
C) A role-playing game
D) A building game

Question 43

A student nurse has completed the assigned activities of the simulation and moves on to which component next?

A) Debriefing
B) Enactment
C) Pre-briefing
D) Evaluation

Question 44

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?

A) "How could you prevent this error in the real world?"
B) "Why did you do that?"
C) "What did you to do prepare for this simulation?"
D) "Did you see that your peers did not make this mistake?"

Question 45

Every simulation should include pre-briefing to prepare and assess students.

Question 46

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

Question 47

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

A) Writing an electronic care plan
B) Entering patient data
C) Reviewing laboratory results
D) Verifying patient demographic information

Question 48

A nursing student enters data from a simulated patient assessment and then develops a care plan in the electronic health record. Which of the following is a likely result of this learning experience compared with traditional handwritten documentation and care planning?

A) Improved nursing process skills
B) Lower test scores on the simulated topic
C) Decreased student satisfaction
D) Increased length of time on documentation and care planning

Question 49

A nursing student is using an avatar to create a presence as a nurse in a virtual healthcare environment. This virtual experience can provide the opportunity to do which of the following?

A) Interact with the interdisciplinary healthcare team
B) Acquire critical thinking skills
C) Achieve competency in technology skills
D) Perform actual nursing skills

Question 50

A nurse educator is using a game to teach nursing students the step-by-step method of arterial blood gas analysis. This is which type of game?

A) A role-playing game
B) A critical thinking game
C) A strategy game
D) A building game

Question 51

A nurse participates in a gaming simulation where the nurse encounters multiple hazards in the nursing unit. The nurse then has to solve problems and develop solutions to successfully finish the game. Which nursing skill does this game develop?

A) Critical thinking skills
B) Nursing assessment skills
C) Nursing tasks
D) Nursing documentation skills

Question 52

A nursing instructor is developing an assignment using technology that will require the students to examine new content and identify relationships between existing knowledge and new content. Which learning environment should the nursing instructor select for this assignment?

A) Virtual world
B) A tutorial
C) Simulation activity
D) A serious game

Question 53

A nursing instructor is facilitating debriefing after a simulation activity and understands that this component is which of the following?

A) Student-centered
B) Instructor-centered
C) Simulation-centered
D) Patient-centered

Question 54

An informatics nurse is developing an educational game to promote skills training and teamwork in the stressful trauma department. An educational game would be successful for which of the following reasons?

A) Games are goal-oriented and fun.
B) Games are rooted in exploratory learning.
C) Games are inexpensive and valued in the healthcare arena.
D) Games do not facilitate social interaction or competition.

Question 55

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.

Question 56

A disadvantage of a commercially available simulation is the cost for customization.