Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study

Home

List Of Titles

Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study

Add to Quick Collection

Title: Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study
Author/Creator: Hanson, J | Andersen, Patrea R | Dunn, P K
Description: Background:
Historically nursing and midwifery students have reported difficulty understanding the concept-based science underpinning the interactions between drugs and their targets. This knowledge is crucial for the administration and monitoring of the therapeutic and adverse effects of medications. Immersive three-dimensional technology is reported to enhance understanding of complex scientific concepts but the physical effects of motion sickness may limit its use.
Objectives:
This project compared the effectiveness of three-dimensional immersive visualisation technology with two-dimensional visualisation technology as a teaching method to improve student understanding of a pharmacological concept, and to assess levels of student discomfort and satisfaction associated with the experience.
Design:
Traditional lecture content and presentation about drug-receptor binding was followed by exposure to either a two- or three-dimensional artifact visualising β-adrenoceptor binding. Two student groups were compared by type of exposure: Group 1 watched the artifact via a three-dimensional immersive facility and Group 2 on a wide, two-dimensional screen.
Settings:
School of Nursing and Midwifery in a regional university in Southeast Queensland, Australia.
Participants:
Two hundred and two second year undergraduate nursing and midwifery students.
Methods:
The study used mixed methods methodology. Pre- and post- testing of student knowledge was collected using five multiple-choice questions. A post-intervention survey elicited students' self-assessed perceptions of discomfort and satisfaction with the learning experience.
Results:
The three-dimensional immersive learning experience was comparable to the two-dimensional experience in terms of satisfaction and comfort but resulted in statistically significant improvements in post-test scores.
Conclusions:
The three-dimensional experience improved understanding when compared to two-dimensional viewing, satisfied students leaning needs, and caused minimal discomfort. The results are encouraging in terms of using three-dimensional technology to enhance student knowledge of pharmacological concepts necessary for competency in medication management.
Relation: Nurse Education Today / Vol. 81, pp.19-25
Relation: http://dx.doi.org/10.1016/j.nedt.2019.06.008
Year: 2019
Publisher: Churchill Livingstone
Subject: FoR 1110 (Nursing) | FoR 1302 (Curriculum and Pedagogy) | nursing education | pharmacology | biosciences | virtual reality | three-dimensional visualisation | motion sickness

Resource Type: Journal Article
Identifier: ISSN: 0260-6917
Reviewed

114 Visitors

0 Downloads

USC Research Bank - University of the Sunshine Coast, Queensland, Australia