Presentation
Exploring the User Interface (UI) and User ExperieExploring the User Interface (UI) and User Experiences (UX) of a Mobile Device for Training Situation Awareness in Nursing Studentsnces (UX) of a Mobile Device for Training Situation Awareness in nursing students.
SessionPoster Session 2
DescriptionBackground:
The increasing complexity of healthcare requires nursing professionals not only to be skilled in clinical practices but also to be highly proficient in situation awareness (SA) to effectively navigate dynamic clinical environments. Training of skills in maintaining SA is deficient in nursing education and training curricula (Farnan, 2016; McKenna et al., 2014). The lack of SA in healthcare professionals is a major contributing factor to medical errors, which contribute to more than 250,000 patient deaths each year (Schulz et al., 2016; Sitterding et al., 2012; Wassef et al., 2014). SA training is essential because it enhances healthcare providers’ ability to make timely and accurate assessments of patient needs. To address these needs, an app is being developed for training users’ situation awareness. The app is called Mobile Environment for Developing User Situation Awareness (MEDUSA), and is designed to serve as a supplemental training tool for improving SA in healthcare.
Application:
Through MEDUSA, nursing students were provided with brief scenarios where they care for a simulated patient while experiencing different distractions. In a real clinical setting, healthcare providers frequently face different distractions, including communications from physicians, urgent demands arising from other patients, inquiries requiring clarification, and the emotional needs expressed by patients’ family members. The simulated patient’s condition also changed or progressed throughout the scenarios. Scenarios would be paused at different parts which nursing students (learners) would be assessed on three different levels of SA using the Situation Awareness Global Assessment Technique (SAGAT). Level 1 assesses student perception of the environment, such as identifying relevant cues pertaining to patient health (e.g., vital signs, changes in condition). Level 2 assesses student comprehension or understanding of what the combinations of signs or symptoms mean for the patient’s current health. Level 3 involves the assessment of students’ ability to predict what is likely to happen if the current trends continue. At the end of each scenario, students receive an SA score and performance feedback.
Overview:
This app is still at a development stage. Formative feedback was collected from nursing students regarding their user experiences and comments on the user interface of the app.
Twelve nursing students were invited during their class session to participate in this study. Their comments and feedback regarding the app interface and user experiences with regard to different scenarios were collected through a Qualtrics survey.
Students were asked to rate the scenarios with 7-pt Likert scale through five different dimensions: detail, usability, creativity, realism, and technical soundness. Detail refers to whether the scenario provides a precise and specific example of patient care, including in-depth information about the patient and what is happening in the environment. Usability indicates the scenario providing a practical framework for the nurse to practice and refine their SA skills. Creativity covers whether the scenario goes beyond standard, previously known patient care simulations, encouraging innovative thinking and responses. Realism concerns the degree to which the scenario appears authentic and practical, mirroring real-world conditions and plausible simulations of patient care. Technical soundness denotes whether or not the pop-up events (such as distractions and audio clips) are appropriate and useful for practicing under realistic conditions.
We also asked nursing students to rate on a 7-pt Likert scale regarding the difficulty of the scenario; their enjoyment of learning through the scenario; and things they liked and disliked about the scenario, and how the scenario could be improved.
In terms of students’ experiences towards using the app for learning SA, we asked them whether the app was easy to navigate; would they recommend the app to their classmates or friends for learning; their enjoyment of using the MEDUSA app as a learning tool for their nursing education; whether they agreed the app could enhance their SA in the workplace; what are the features they expect the app would present and recommendations they would like the developer to know about the MEDUSA app.
Importance of message and take away points:
The mean and standard deviation (SD) of the five dimensions are: Detail (mean: 4.5, SD: 1.38); Usability (mean: 4.33, SD: 1.49); Creativity (mean: 4.58, SD: 1.67); Realism (mean: 5.33, SD: 1.30); Technical soundness (mean: 5, SD: 1.59). Students rated the difficulty of the scenario with a mean of 4.16 and a SD of 0.94; their enjoyment of learning through scenarios with a mean of 4.75 and a SD of 1.36.
Students found the app slightly difficult to navigate with mean 3.7, SD: 2.0; neutral in their recommending of the app to their friends or classmates with mean 3.9, SD: 2.02; but that it would enhance SA skills in the workplace with mean 4.6, SD: 2.01; and was somewhat enjoyable to use as a learning tool with mean 4.18, SD: 2.08.
From the user’s point of view, the feedback was largely positive, and users offered some valuable suggestions. For example, they suggested that it is important that scenarios be tied to a topic that is covered in their curriculum, which would increase their enjoyment and interest in using the app for learning. In addition, the scenarios need to be realistic, and it is essential that the app can be paused at any time to cater to the user’s needs (e.g., handling a language barrier). They mentioned the background noise and pop-up questions were great for training them to be situationally aware as a nurse and helped them to stay focused, but also aware of their surroundings and information that could be important.
Students gave some constructive feedback on improving the interface and their learning experiences. They suggested that the interface needed to be more interactive, such as providing direct communications and conversations with the patient and the medical provider (physician). Learners requested to have functions, such as the ability to type information (e.g., types of medication and dosage), instead of selecting dosage from pull-down menus. Students requested in addition to vital signs (temperature, respiration rate, blood oxygen saturation, blood pressure), providing functions such as assessing heart and lung sounds, adjusting patients’ beds, initiating fetal monitoring, and dynamic visual imagery to allow for observing and assessing physical changes in the patient to enhance the realism of the scenarios. Some users suggested the scenarios needed more background information on the patients.
The increasing complexity of healthcare requires nursing professionals not only to be skilled in clinical practices but also to be highly proficient in situation awareness (SA) to effectively navigate dynamic clinical environments. Training of skills in maintaining SA is deficient in nursing education and training curricula (Farnan, 2016; McKenna et al., 2014). The lack of SA in healthcare professionals is a major contributing factor to medical errors, which contribute to more than 250,000 patient deaths each year (Schulz et al., 2016; Sitterding et al., 2012; Wassef et al., 2014). SA training is essential because it enhances healthcare providers’ ability to make timely and accurate assessments of patient needs. To address these needs, an app is being developed for training users’ situation awareness. The app is called Mobile Environment for Developing User Situation Awareness (MEDUSA), and is designed to serve as a supplemental training tool for improving SA in healthcare.
Application:
Through MEDUSA, nursing students were provided with brief scenarios where they care for a simulated patient while experiencing different distractions. In a real clinical setting, healthcare providers frequently face different distractions, including communications from physicians, urgent demands arising from other patients, inquiries requiring clarification, and the emotional needs expressed by patients’ family members. The simulated patient’s condition also changed or progressed throughout the scenarios. Scenarios would be paused at different parts which nursing students (learners) would be assessed on three different levels of SA using the Situation Awareness Global Assessment Technique (SAGAT). Level 1 assesses student perception of the environment, such as identifying relevant cues pertaining to patient health (e.g., vital signs, changes in condition). Level 2 assesses student comprehension or understanding of what the combinations of signs or symptoms mean for the patient’s current health. Level 3 involves the assessment of students’ ability to predict what is likely to happen if the current trends continue. At the end of each scenario, students receive an SA score and performance feedback.
Overview:
This app is still at a development stage. Formative feedback was collected from nursing students regarding their user experiences and comments on the user interface of the app.
Twelve nursing students were invited during their class session to participate in this study. Their comments and feedback regarding the app interface and user experiences with regard to different scenarios were collected through a Qualtrics survey.
Students were asked to rate the scenarios with 7-pt Likert scale through five different dimensions: detail, usability, creativity, realism, and technical soundness. Detail refers to whether the scenario provides a precise and specific example of patient care, including in-depth information about the patient and what is happening in the environment. Usability indicates the scenario providing a practical framework for the nurse to practice and refine their SA skills. Creativity covers whether the scenario goes beyond standard, previously known patient care simulations, encouraging innovative thinking and responses. Realism concerns the degree to which the scenario appears authentic and practical, mirroring real-world conditions and plausible simulations of patient care. Technical soundness denotes whether or not the pop-up events (such as distractions and audio clips) are appropriate and useful for practicing under realistic conditions.
We also asked nursing students to rate on a 7-pt Likert scale regarding the difficulty of the scenario; their enjoyment of learning through the scenario; and things they liked and disliked about the scenario, and how the scenario could be improved.
In terms of students’ experiences towards using the app for learning SA, we asked them whether the app was easy to navigate; would they recommend the app to their classmates or friends for learning; their enjoyment of using the MEDUSA app as a learning tool for their nursing education; whether they agreed the app could enhance their SA in the workplace; what are the features they expect the app would present and recommendations they would like the developer to know about the MEDUSA app.
Importance of message and take away points:
The mean and standard deviation (SD) of the five dimensions are: Detail (mean: 4.5, SD: 1.38); Usability (mean: 4.33, SD: 1.49); Creativity (mean: 4.58, SD: 1.67); Realism (mean: 5.33, SD: 1.30); Technical soundness (mean: 5, SD: 1.59). Students rated the difficulty of the scenario with a mean of 4.16 and a SD of 0.94; their enjoyment of learning through scenarios with a mean of 4.75 and a SD of 1.36.
Students found the app slightly difficult to navigate with mean 3.7, SD: 2.0; neutral in their recommending of the app to their friends or classmates with mean 3.9, SD: 2.02; but that it would enhance SA skills in the workplace with mean 4.6, SD: 2.01; and was somewhat enjoyable to use as a learning tool with mean 4.18, SD: 2.08.
From the user’s point of view, the feedback was largely positive, and users offered some valuable suggestions. For example, they suggested that it is important that scenarios be tied to a topic that is covered in their curriculum, which would increase their enjoyment and interest in using the app for learning. In addition, the scenarios need to be realistic, and it is essential that the app can be paused at any time to cater to the user’s needs (e.g., handling a language barrier). They mentioned the background noise and pop-up questions were great for training them to be situationally aware as a nurse and helped them to stay focused, but also aware of their surroundings and information that could be important.
Students gave some constructive feedback on improving the interface and their learning experiences. They suggested that the interface needed to be more interactive, such as providing direct communications and conversations with the patient and the medical provider (physician). Learners requested to have functions, such as the ability to type information (e.g., types of medication and dosage), instead of selecting dosage from pull-down menus. Students requested in addition to vital signs (temperature, respiration rate, blood oxygen saturation, blood pressure), providing functions such as assessing heart and lung sounds, adjusting patients’ beds, initiating fetal monitoring, and dynamic visual imagery to allow for observing and assessing physical changes in the patient to enhance the realism of the scenarios. Some users suggested the scenarios needed more background information on the patients.
Event Type
Poster Presentation
TimeTuesday, March 244:45pm - 6:15pm EDT
LocationRhinelander Gallery
Simulation and Education