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Author: Douglas Allen Nelson, Jr.
Title: PhD- Doctor of Philosophy
Affiliations: University of Pittsburgh's Swanson School of Engineering, with specialty in Bioengineering
Credible: Yes; dissertation was successfully defended on December 15, 2016

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I have attached my references in a .docx due to formatting issues.

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The use of simulations in nursing education has increased in the past two decades, due to an increase in availability simulation methods and a decrease in simulation cost (McKinney, DeSantis, Mastrian, & McGonigle,, 2018, p. 407).  Evidence continues to be gathered supporting the effectiveness of simulation in enhancing student knowledge as well as competency (Foronda et al., 2017, p. 14).  BodyExplorer is an augmented-reality simulator that is currently being developed to assist with simulation-based learning (Foronda et al., 2017, p. 15).  Nelson (2017) emphasizes “[a]s the methods for treating patients with newer medical technologies and procedures advances at a rapid rate, so too must the methods and technologies that we use to educate healthcare providers” (p. 1).

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Video presented during the University of Pittsburgh's Science2014 Technology Showcase October 1st, 2014, Pittsburgh, PA.

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The augmented reality utilized by BodyExplorer allows for an increase in realism, as well as provides additional depth of understanding for interventions. In the example of administering medications that affect the heart, the ability to visualize this occurring can provide an additional connection to the students’ knowledge base and help solidify key components of nursing care.  The use of BodyExplorer may prove beneficial in the clinical setting because by increasing students’ knowledge and competency, it may positively impact patient outcomes.  On the institutional level, it may decrease costs for immersive simulation experiences because it builds upon preexisting simulation mannequins and the modules for the simulator may be purchased on an as needed basis.

Foronda et al. (2017) highlight the potential of technological advances in nursing education, lauding “[a]ugmented reality and virtual simulation may provide a solution to meet the needs of nursing programs that are facing issues of faculty shortages, scarcity of clinical placements for students, and limited onsite laboratory space and for alternate clinical experiences” (p. 16).  Additionally, the ability of this technology to be used either independently by students or with faculty supervision in large groups can decrease staffing burdens while improving student learning outcomes (Curtis et al., 2016, p. 83).

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As of January 2017, BodyExplorer remains as a prototype

Nursing programs without preexisting simulation labs will have to purchase latex mannequins as well as the BodyExplorer simulator

Faculty will need to receive additional training to ensure appropriate use

Some faculty may be resistant to the implementation of new technology

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Curtis, E., Ryan, C., Roy, S., Simes, T., Lapkin, S., O'Neill, B., & Faithfull-Byrne, A. (2016). Incorporating peer-to-peer facilitation with a mid-level fidelity student led simulation experience for undergraduate nurses. Nurse Education in Practice, 20, 80-84.  doi: 10.1016/j.nepr.2016.07.003

Foronda, C. L., Alfes, C. M., Dev, P., Kleinheksel, A., Nelson, D. A., O'Donnell, J. M., & Samosky, J. T. (2017, January/February). Virtually nursing: Emerging technologies in nursing education. Nurse Educator, 42(1), 14-17. doi: 10.1097/NNE.0000000000000295

McKinney, H. E., DeSantis, S., Mastrian, K., & McGonigle, D. (2018). Nursing informatics and nursing education. In D. Mcgonigle & K. Mastrian (Eds.), Nursing informatics and the foundation of knowledge (4th ed., pp. 397-431). Burlington, MA: Jones & Bartlett Learning.

Nelson, D. A. (2017). A modular and extensible architecture integrating sensors, dynamic displays of anatomy and physiology, and automated instruction for innovations in clinical education (Doctoral dissertation [PDF document]). Retrieved October 8, 2017 from: http://d-scholarship.pitt.edu/31255/

Nelson, D. A., Samosky, J. T., & O'Donnell, J. M. (2014, October 2). Retrieved from BodyExplorerTM: https://www.youtube.com/watch?v=Od7Mt6hN8ko

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Can be utilized with preexisting simulation labs

Sections may be purchased separately, versus having to buy an entire package

BodyExplorer can be run independently by students

Conversely, an instructor may be able to facilitate learning (alá Curtis’ peer-to-peer teaching)

Could increase student confidence and clinical competence