1
Labor and Delivery Education in a Holographic Environment
Lisha A Schnoor
Western Governors University
Nursing Education Field Experience and Capstone
Tamara Jones
July 15, 2021
, 2
Executive Summary (COMPLETE IN C947)
The academic setting for students attending Grays Harbor College is limited in availability and
its rural location. Clinical out-rotations consist of one birth center within 60 miles of the school. The
Maternal/ Newborn course identified for review is a combination of first and second-year nursing
student curriculum with outrotations to local community settings. The current education lacks
comprehensive education on safe patient monitoring, and has limited opportunity for clinical
application.
TheWith the looming consequences of the pandemic, hospitals have to improvise staffing
modules by increasing patient-to-nurse ratio assignments, and some are even closing departments and
doubling beds in rooms to combine staff with meeting the hospital's needs. The need to meet student
learning goals will be compromised by a lack of training facilities and opportunities when out-rotations
are implemented if assignments are not available. In labor and delivery, the staffing module reflects
patient safety; however, the ability to maintain that model without staff is becoming increasingly
complex, and the looming closures are not too far off in the distance. The nursing staff is leaving in high
quantities, and patient assignments keep increasing, keeping the nurses moving without giving students
the complete experience.
purpose of the curriculum proposal document is to provide an overview of the Grays Harbor
College Nursing Program’s current format and the need for clinical augmentation. The proposal outlines
current evidenced-based practice standards, and uses the ADDIE model for development and
implenetation of curriculum revision toThis proposal is to bridge the gap in didactic and clinical skills
through holographic simulation in a consistent and reliable format [CITATION Kur18 \l 1033 ].
Module 3 on fetal monitoring utilizes a formative and summative evaluations to assess clinical
competency throughand utilizes use of holographic simulation to allow students to interact with
patients in real-time with immediate feedback and advanced clinical application learning that is in a safe
, 3
learning environment. for the student and patient from harm. The course identified is a combination of
first and second-year nursing student curriculum with an added component of holographic clinical
simulation.
The academic setting for students attending Grays Harbor College is limited in availability and
rural location. Clinical out-rotations consist of one birth center within 60 miles of the school. The needs-
gap was clear that students needed a reliable experience to apply knowledge and improve skills in a safe
learning environment. This course utilizes Kolb’s learning theory; learning through doing. Students will
learn through experiences that will help them retain information through application and experience
[ CITATION WGU20 \l 1033 ].
Labor and Delivery Education in a Holographic Environment
Literature Review
Literature Review Summary Table, refer to Table 1
The summary of the literature review for Table 1 for the proposal of virtual simulation
showcased that all articles concurred that virtual reality through immersion improves patient assessment,
student learning outcomes, clinical skills competency, and clinical reasoning. Limited facilities are
becoming increasingly common within the healthcare system due to the pandemic, social distancing, and
decreased clinical settings [ CITATION Ste21 \l 1033 ]. Through holographic virtual reality, students can
apply learned material into practice within a safe learning environment that keeps patients free from
harm and improves student learning outcomes by allowing fail-safe learning environments[ CITATION
Arr21 \l 1033 ]. The virtual learning world has grown exponentially with new and exciting learning
opportunities for students to use for clinical augmentation and the ability to apply knowledge gained to
, 4
competency-based learning exercises that simulate real-life bedside nursing to bridge the gap in
knowledge application [ CITATION For17 \l 1033 ]. In labor and delivery, student experiences vary due
to patient census, physician on-call, operating room schedule, and staff availability. In order to meet the
needs of students and provide a reliable source of clinical application and experience that meet the needs
of the learner, holographic simulation is a replacement to allow the participation and application of
knowledge as it pertains to the patient [ CITATION Hay16 \l 1033 ]. Evaluating students for clinical
skills, knowledge application, and critical thinking can be applied in multiple formats to measure the
student's competency and readiness for clinical practice [ CITATION Oer16 \l 1033 ]. Evaluating
students on a multi-level with the ability to include multiple learners make holographic simulation a
valuable high fidelity supplement or replacement to clinical out-rotations for nursing programs
[ CITATION Mad19 \l 1033 ].
Curriculum Gap and Potential Causes
The current curriculum for NURS 173/271 relies on clinical out-rotations at a local
rural hospital that has been affected by a recent decline in the number of delivering patients, and
increased need for nursing staffthe unit staffing needs for increased nurses, . Including and several
closed unit days produced by the Covid-19 pandemic. and staffing gaps within the unit's nursing
schedule. The curriculum is meant to be taught in conjunction with out-rotation clinicalfollows theory
with practice however, not all students are able to experience an out-rotation in obstetrics, and of the
students that do get an out-rotation the experience is varied and unreliable. Using an affinity diagram we
created multiple columns that gave us insight into the gaps within the current curriculum[CITATION
Kur18 \l 1033 ]. in a clinical setting of out-rotations, All students are given simulation ain a virtual
reality computer program called i-Human, and high fidelity mannequin-based simulation
[ CITATION Kap21 \l 1033 ]. Mannequins and virtual reality are an effective augmentation tool for
Labor and Delivery Education in a Holographic Environment
Lisha A Schnoor
Western Governors University
Nursing Education Field Experience and Capstone
Tamara Jones
July 15, 2021
, 2
Executive Summary (COMPLETE IN C947)
The academic setting for students attending Grays Harbor College is limited in availability and
its rural location. Clinical out-rotations consist of one birth center within 60 miles of the school. The
Maternal/ Newborn course identified for review is a combination of first and second-year nursing
student curriculum with outrotations to local community settings. The current education lacks
comprehensive education on safe patient monitoring, and has limited opportunity for clinical
application.
TheWith the looming consequences of the pandemic, hospitals have to improvise staffing
modules by increasing patient-to-nurse ratio assignments, and some are even closing departments and
doubling beds in rooms to combine staff with meeting the hospital's needs. The need to meet student
learning goals will be compromised by a lack of training facilities and opportunities when out-rotations
are implemented if assignments are not available. In labor and delivery, the staffing module reflects
patient safety; however, the ability to maintain that model without staff is becoming increasingly
complex, and the looming closures are not too far off in the distance. The nursing staff is leaving in high
quantities, and patient assignments keep increasing, keeping the nurses moving without giving students
the complete experience.
purpose of the curriculum proposal document is to provide an overview of the Grays Harbor
College Nursing Program’s current format and the need for clinical augmentation. The proposal outlines
current evidenced-based practice standards, and uses the ADDIE model for development and
implenetation of curriculum revision toThis proposal is to bridge the gap in didactic and clinical skills
through holographic simulation in a consistent and reliable format [CITATION Kur18 \l 1033 ].
Module 3 on fetal monitoring utilizes a formative and summative evaluations to assess clinical
competency throughand utilizes use of holographic simulation to allow students to interact with
patients in real-time with immediate feedback and advanced clinical application learning that is in a safe
, 3
learning environment. for the student and patient from harm. The course identified is a combination of
first and second-year nursing student curriculum with an added component of holographic clinical
simulation.
The academic setting for students attending Grays Harbor College is limited in availability and
rural location. Clinical out-rotations consist of one birth center within 60 miles of the school. The needs-
gap was clear that students needed a reliable experience to apply knowledge and improve skills in a safe
learning environment. This course utilizes Kolb’s learning theory; learning through doing. Students will
learn through experiences that will help them retain information through application and experience
[ CITATION WGU20 \l 1033 ].
Labor and Delivery Education in a Holographic Environment
Literature Review
Literature Review Summary Table, refer to Table 1
The summary of the literature review for Table 1 for the proposal of virtual simulation
showcased that all articles concurred that virtual reality through immersion improves patient assessment,
student learning outcomes, clinical skills competency, and clinical reasoning. Limited facilities are
becoming increasingly common within the healthcare system due to the pandemic, social distancing, and
decreased clinical settings [ CITATION Ste21 \l 1033 ]. Through holographic virtual reality, students can
apply learned material into practice within a safe learning environment that keeps patients free from
harm and improves student learning outcomes by allowing fail-safe learning environments[ CITATION
Arr21 \l 1033 ]. The virtual learning world has grown exponentially with new and exciting learning
opportunities for students to use for clinical augmentation and the ability to apply knowledge gained to
, 4
competency-based learning exercises that simulate real-life bedside nursing to bridge the gap in
knowledge application [ CITATION For17 \l 1033 ]. In labor and delivery, student experiences vary due
to patient census, physician on-call, operating room schedule, and staff availability. In order to meet the
needs of students and provide a reliable source of clinical application and experience that meet the needs
of the learner, holographic simulation is a replacement to allow the participation and application of
knowledge as it pertains to the patient [ CITATION Hay16 \l 1033 ]. Evaluating students for clinical
skills, knowledge application, and critical thinking can be applied in multiple formats to measure the
student's competency and readiness for clinical practice [ CITATION Oer16 \l 1033 ]. Evaluating
students on a multi-level with the ability to include multiple learners make holographic simulation a
valuable high fidelity supplement or replacement to clinical out-rotations for nursing programs
[ CITATION Mad19 \l 1033 ].
Curriculum Gap and Potential Causes
The current curriculum for NURS 173/271 relies on clinical out-rotations at a local
rural hospital that has been affected by a recent decline in the number of delivering patients, and
increased need for nursing staffthe unit staffing needs for increased nurses, . Including and several
closed unit days produced by the Covid-19 pandemic. and staffing gaps within the unit's nursing
schedule. The curriculum is meant to be taught in conjunction with out-rotation clinicalfollows theory
with practice however, not all students are able to experience an out-rotation in obstetrics, and of the
students that do get an out-rotation the experience is varied and unreliable. Using an affinity diagram we
created multiple columns that gave us insight into the gaps within the current curriculum[CITATION
Kur18 \l 1033 ]. in a clinical setting of out-rotations, All students are given simulation ain a virtual
reality computer program called i-Human, and high fidelity mannequin-based simulation
[ CITATION Kap21 \l 1033 ]. Mannequins and virtual reality are an effective augmentation tool for
