Developing virtual gaming simulations for complex clients with substance use through international collaborations
Metersky, Kateryna; Hughes, Michelle; Cosgrove, Caitlin; Bodach, Esther; Ferguson, Starr; Neves-Silva, Susana; Espin, Sherry; Smart, Alison; Lastumäki, Outi; Sandström, Sanna; Varkki, Essi (2025)
Elsevier BV
2025
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe20241210100777
https://urn.fi/URN:NBN:fi-fe20241210100777
Tiivistelmä
Background
The aim of this paper was to describe how six nurse educators and three nursing students from Canada, Northern Ireland and Finland developed a virtual gaming simulation (VGS) on a client with a complex medication profile to fill a gap in an undergraduate nursing curriculum. The VGS navigates learners to engage in a scenario with a client admitted for an acute exacerbation of chronic obstructive pulmonary disease.
Method
The international collaboration occurred through continuous dialogue and reflective practice to ensure the inclusion of country-specific practices and laws.
Lessons Learned
The international collaboration allowed educators and students to take a unified approach to address country specific best practices, such as medication administration and the intricacies of cannabis legality. A theoretical lens enhanced the development and structure of the VGS. The student voice provided a holistic perspective.
Conclusion
International collaborations with nurse educators and students can enhance the VGS design process by facilitating diverse perspectives. This VGS invited learners to engage in a clinical scenario to learn about the importance of providing person-centered care to a client with a complex profile.
The aim of this paper was to describe how six nurse educators and three nursing students from Canada, Northern Ireland and Finland developed a virtual gaming simulation (VGS) on a client with a complex medication profile to fill a gap in an undergraduate nursing curriculum. The VGS navigates learners to engage in a scenario with a client admitted for an acute exacerbation of chronic obstructive pulmonary disease.
Method
The international collaboration occurred through continuous dialogue and reflective practice to ensure the inclusion of country-specific practices and laws.
Lessons Learned
The international collaboration allowed educators and students to take a unified approach to address country specific best practices, such as medication administration and the intricacies of cannabis legality. A theoretical lens enhanced the development and structure of the VGS. The student voice provided a holistic perspective.
Conclusion
International collaborations with nurse educators and students can enhance the VGS design process by facilitating diverse perspectives. This VGS invited learners to engage in a clinical scenario to learn about the importance of providing person-centered care to a client with a complex profile.