using gaming and simulation for provider & patient education by eric b. bauman. phd, rn
DESCRIPTION
Bauman, E.B. (2012, Febuary). Using Gaming and Simulation in the Dialysis Setting: Today and Tomorrow. Presentation at the 32nd Annual Dialysis Conference San Antonio, TX.TRANSCRIPT
Using Gaming and Simula.on for Provider and Pa.ent Educa.on
Eric B. Bauman, PhD, RN
©Bauman 2012
All Rights Reserved
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32nd Annual Dialysis Conference February 26-‐28, 2012 San Antonio, Texas
Bauman: Professional Affilia.ons & Disclosures/Conflict of Interest
Interna.onal Nursing Assoc. for Clinical Learning and Simula.on (INACSL) • Member
Games+Learning+Society • Affiliate
Society for Simula.on in Healthcare (SSH) • Chair – Website CommiUee • Co-‐Chair – Serious Games and Virtual Environments Special Interest Group
Member -‐ Wisconsin EMS Associa.on (WEMSA) Member -‐ Na.onal Registry of EMTS (NREMT)
Managing Member – Clinical Playground, LLC Managing Member – Forensic Analy.cs, LLC Associate – Obritec/Hypercosm CAE Inc. – Adjunct Faculty
Springer Publishing Company
• Bauman, E. B. (In Press). Game-‐based Teaching and Simula3on in Nursing & Healthcare. New York, NY: Springer Publishing Company
©Bauman 2012 Rights Reserved
Objec.ves
• Par.cipants will learn the role of situated learning in the context of simula.on and game-‐based learning
• Par.cipants will be able to iden.fy and discuss the poten.al that game-‐based learning and simula.on holds for clinical educa3on
• Par.cipants will be able to iden.fy and discuss the poten.al that game-‐based learning and simula.on holds for pa3ent educa3on
©Bauman 2012 Rights Reserved
Wait, Wait, Wait!!!!
Hold on a minute… What sort of technology is this guy talking about?
. . . . . . . . . . . ©Bauman 2011 Rights Reserved hUp://nintendo.wikia.com
OK… A bit of Background
Rela.onship between Learning and Play
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hUp://nintendo.wikia.com
hUp://www.thehealingblade.com
The ac.vity of play, par.cularly when engaging a new game always represents a learning process
Play.me! ©Bauman 2012 Rights Reserved
Digital NaBves People who were born with (contemporary) digital technologies already in existence.
Digital Immigrants Those who were born prior to (contemporary) digital technologies and migrated into the digital realm adop.ng the technology later in life.
M. Presky, 2001 ©Bauman 2012 Rights Reserved
“We are entering the Ludic Century… … we will use games to shape the future of educa.on”
Ludology
Eric Zimmerman, NYU Games Center 6/15/2011 at GLS7
www.ericzimmerman.com/ hUp://gamecenter.nyu.edu/tag/eric-‐zimmerman
©Bauman 2012 Rights Reserved
What’s Ludology Ludology A rela.vely new term that relates to the study of games and other forms of play…
Why is it important Games include facets of Engagement
Narra.ve
High Scores System of Rewards
Leader Board
Interac.vity
©Bauman 2012 Rights Reserved
Situated Learning
Socially Situated CogniBon Refers to learning theory that is situated within a material, social, and cultural world. Learning that is situated takes place in contextually specific and authen.c environments with a host of values and expecta.ons
Gee,1991,1993
Ecology of Culturally Competent Design Addresses the rigors and challenges of accurately situa.ng culture within virtual environments using a four-‐element model that emphasizes the importance of ac3vi3es, contexts, narra3ves, and characters.
Bauman, 2010, Bauman & Games 2011, Games & Bauman 2011
©Bauman 2012 Rights Reserved
Situated Learning Designed Experience …is engineered to include structured ac.vi.es targeted to facilitate interac.ons that drive an.cipated experiences. These ac.vi.es are created to embody par.cipant experience as performance.
Created Environment An environment that has been engineered to replicate a real-‐world space, producing sufficient authen.city and fidelity to allow for the suspension of disbelief. Simulated environments, whether fixed in the case of mannikin-‐based simula.on laboratories or exis.ng in virtual reality, as in a game-‐based environments are created environments.
Bauman, 2007
Squire, 2006
©Bauman 2012 Rights Reserved
BeUer Prepara.on = Prac.ce Prac.ce = BeUer Pa.ent Outcome
Clinical Educa.on ©Bauman 2012 Rights Reserved
This and That ©Bauman 2012 Rights Reserved
Situated Experience = More Engagement = BeUer Pa.ent Outcome
Pa.ent Educa.on ©Bauman 2012 Rights Reserved
©Bauman 2012 Rights Reserved
This vs. That ©Bauman 2012 Rights Reserved
Demos/Examples ©Bauman 2012 Rights Reserved
Recap and Conclusions Situa.ng learning provides context and meaning and includes facets like:
Context Performance Reward & Consequence Narra.ve
Game-‐Based Learning allows us to situate clinician and pa3ent educa.on to:
Engage learners Provide situated meaning – “The So What” Customize content Assess rela.onships between interven.on and outcome
©Bauman 2012 Rights Reserved
Ques.ons?
R. Kyle
©Bauman 2011 Rights Reserved
Eric B. Bauman, PhD [email protected]
www.clinicalplaground.com hUp://www.linkedin.com/in/ericbbauman
hUp://www.slideshare.net/ebauman
Contact Informa.on
@bauman1967
Bauman, E. (2007). High fidelity simula.on in healthcare. Ph.D. disserta.on, The University of Wisconsin-‐Madison, United States. Disserta.ons & Thesis @ CIC Ins.tu.ons database. (Publica.on no. AAT 3294196)
Bauman, E. (2010). Virtual reality and game-‐based clinical educa.on. In Gaberson, K.B., & Oermann, M.H. (Eds) Clinical teaching strategies in nursing educa3on (3rd ed).New York, Springer Publishing Company.
Bauman, E.B. and Games, I.A. (2011). Contemporary theory for immersive worlds: Addressing engagement, culture, and diversity. In Cheney, A. and Sanders, R. (Eds) Teaching and Learning in 3D Immersive Worlds: Pedagogical models and construc3vist approaches. IGI Global.
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing prac3ce. Menlo Park, CA: Addison-‐Wesley.
Games, I. and Bauman, E. (2011) Virtual worlds: An environment for cultural sensi.vity educa.on in the health sciences. Interna3onal Journal of Web Based Communi3es 7(2).
Gee, J.P. (2003) What Videogames Have to Teach Us About Learning and Literacy. New York, NY: Palgrave-‐McMillan.
Kolb, D. (1984). Experien.al learning: Experience as the source of learning and development. Upper Saddle River, NJ: Pren.ce Hall.
Prensky, M. (2001). Digital na.ves, digital immegrants, part 1. On the Horizon 9(5).
Prensky, M. (2010). Teaching digital na3ves: Partnering for real learning. Corwin Press.
Popkewitz, T. (2007). Cosmopoli.anism and the age of school reform: science, educa.on and making a society by making the child. Routledge.
Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145.
Schön, D. A. (1983). The reflec3ve prac33oner: How professionals think in ac3on. New York: Basic Books.
Skiba, D. J. (2009). Nursing educa.on 2.0: A second look at Second Life. Nursing Educa3on Perspec3ves, 30, 129-‐131.
Squire, K. (2006). From content to context: Videogames as designed experience. Educa.onal Researcher. 35(8), 19-‐29.
Squire, K., GiovaneUo, L., DeVane, B,. & Durga, S. (2005). From users to designers: Building a self-‐organizing game-‐based learning environment. Technology Trends, 49(5), 34-‐42.
Taekman J.M., Segall N., Hobbs G., and Wright, M.C. (2007). 3DiTeams: Healthcare team training in a virtual environment. Anesthesiology. 2007: 107: A2145.
Turkle, S. (1995) Life on the screen. Iden3ty in the age of the Internet. New York: Touchstone.
Selected References ©Bauman 2011 Rights Reserved