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Using Second Life to Enhance ACCEL an Online Accelerated Nursing BSN Program

机译：使用第二个生命来加强ACCEL在线加速护理BSN计划

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To create a presence in Second Life (SL) the university college of nursing (CON) purchased four virtual islands in December 2007. The intent was to enhance distance education with immersion learning experiences for nursing students in SL. The Pollock Alumni House, classrooms, faculty offices, a library, a student welcome center, a public health office, a disaster scenario, a clinic, a hospital, and several patient avatars were created. Houses are being built for nursing students to experience different patient care scenarios during home visits. At least 20 nursing faculty and academic staff and three cohorts of accelerated nursing students (77) have avatars and have experienced class sessions. Faculty and students schedule office hours, engage in synchronous chats, and utilize the public health department and SL support groups for class exercises. Current exercises in the public health department include a module in which the student learns the role of the sanitarian. Students use a checklist to inspect restaurants and bars in SL. They are also able to view a video of an interview with a sanitarian. Another module introduces them to the WIC (Women, Infants, and Children) program. Future student activities related to public health include disaster planning, bioterrorism, evacuations, community assessment, windshield surveys, fund raising, and health education as well as other activities suggested by public health nurses and students. The possibilities are limitless because of the resources that exist in the virtual world, SL. The purchase of the first two islands, the initial buildings, and the creation of the public health department was funded by a research grant. Virtual environments offer many advantages for nursing education. Many nursing students say they learn best when they actually "do something," which indicates that they often prefer experiential learning. Rare but life-threatening patient situations can be experienced since the clinical environment can be realistically simulated. The student has the opportunity to practice repeatedly without causing harm to patients. During these simulations, active learning takes place, immediate feedback can be given for both correct and incorrect actions, errors can be corrected, and consistent experiences can be reproduced for all students. This technology is revolutionizing education and will meet the needs of the media savvy generations to come. It can also provide virtual experiences that nursing students may encounter in the clinical setting which are high risk and low volume, thus enhancing patient safety.
机译：在第二次生命（SL）中创造出存在的国家（SL）大学护理学院（CON）于2007年12月购买了四个虚拟岛屿。意图是加强与浸入SL中的牧人学生的远程教育。创建了Collock Alumni House，教室，教师办事处，图书馆，学生欢迎中心，公共卫生办公室，灾难场景，诊所，医院，医院和几个患者的头像。房屋正在建造在家庭访问期间在护理学生体验不同的患者护理场景。至少有20名护理教员和学术人员和三个加速护理学生（77）的队列有头像，并拥有经验丰富的课堂课程。教师和学生安排办公时间，从事同步聊天，并利用公共卫生部门和SL支持小组进行课堂练习。公共卫生部门的目前的练习包括学生学习庇护人的角色的模块。学生使用清单来检查SL中的餐馆和酒吧。他们还能够通过庇护人查看面试的视频。另一个模块将它们介绍给WIC（女性，婴儿和儿童）计划。与公共卫生有关的未来学生活动包括灾害计划，生物恐怖主义，疏散，社区评估，挡风玻璃调查，筹资和健康教育以及公共卫生护士和学生所建议的其他活动。由于虚拟世界中存在的资源，但可能性是无限的。购买前两个岛屿，最初的建筑物和公共卫生部门的创建由研究赠款资助。虚拟环境为护理教育提供了许多优势。许多护理学生说他们在实际“做某事”时学会最佳，这表明他们经常更喜欢体验性学习。罕见但危及生命的患者情况可以经历，因为临床环境可以确地模拟。学生有机会反复练习，而不会对患者造成伤害。在这些模拟期间，发生主动学习，可以对既正确和不正确的动作给出立即反馈，可以纠正错误，并且可以为所有学生复制一致的体验。这项技术正在彻底改变教育，并会满足媒体救世线的需求。它还可以提供护理学生在临床环境中可能遇到的虚拟体验，这是高风险和低量的，从而提高患者安全性。

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