Abstract:

Background:
The ward round is an arena for interprofessional teamwork within clinical settings in health care institutions. In Bachelor of Nursing programs in Norway the ward round routines are traditionally learned through observations and participation during clinical placement in a hospital setting. The ward rounds differ from department to department and thus affect what is taught to the students. To increase nursing students’ competence in interprofessional teamwork during ward rounds the Bachelor of Nursing program and NETTOP-UIS, Department for Development of Digital Learning Tools, at the University of Stavanger, developed a 360-video simulation case from a surgical ward round using a design thinking approach.

Aim:
To describe and reflect on the development of a 360-video simulation case from a ward round in a surgical ward.

Development of the 360-video simulation:
The project consisted of (1) a preparation phase, (2) a production phase and (3) an evaluation phase. This abstract takes into account phase one and two. In the preparation phase the team, consisting of both academic and technical personnel, decided on the case design. A detailed manuscript was written by the faculty based on the outlined learning objectives. The manuscript covered four patient stories as well as questions for reflections with a focus on interprofessional teamwork. Academic colleagues participated as patients, and they were briefed about the case ahead of the production phase. The production took place in the nursing laboratory at the University. In the production of the case, technical and academic personnel worked together in handling necessary technical equipment. A GoPro 360 Fusion camera connected to an IPad was used. A 360 degrees photo of the patients and the room was taken. In addition, a separate film was recorded of one patient receiving the nurse and doctor for the ward round. The film presented an example of best practice ward round. The 360-video production was finalised by the technical personnel who included voiceover, hotspots and technical details. The voiceover presented the four different patient stories while the hotspots included reflection questions with a focus on interprofessional collaboration related to each patient story. Before the 360-video simulation production was published on the University’s LMS (Canvas), an introduction text was written to inform the students and teachers about how to use and navigate the 360-video simulation. The students currently use the 360-video simulation to prepare for clinical placement. Evaluation is initiated but still not finalized.

Reflections on the development:
360-video simulation is relatively new in health care education settings. Therefore, a clear and detailed manuscript outlining clear learning objectives, description of the patient stories and questions for reflection was found to be crucial in preparation phase. Collaboration between technical and academic personnel was essential to make the preparation and production phase effective and smooth.

Keywords:

360-video simulation, Nursing education, Health care institutions, Interprofessional teamwork, e-learning.