Abstract:

Augmented Reality (AR) and virtual reality (VR) are part of a digital technology known as human interface technology (HIT). AR is part of the reality-virtuality continuum of placing virtual objects in the real world, in real time. This technology is currently being developed for use in a many industries internationally, and its use to enhance and reinforce procedural learning in medicine and radiology is well established. Similarly, within the global context, there is a wealth of information about the benefits of using simulators, such as manikins in health care, as effective and safe learning and teaching (L&T) tools. The use of immersive VR within education has been found to accelerate student understanding of complex concepts. By integrating simulation and AR, authentic and exciting interdisciplinary L&T opportunities can be explored.

The majority of current nursing, medical and human life science students are ‘digital natives’ and have expectations that their L&T experiences will be supported by the digital world with which they are familiar. However, its use for ‘immigrants’ is also being well received. Rigorous research exploring the use of AR in the simulation environment for L&T is currently scant. The School of Nursing and Midwifery at the University of Tasmania, Australia, in collaboration with the HITLAB Australia, is leading L&T simulation in Tasmania by developing innovative ways of using AR in order to reduce the theory-practice gap and stimulate new ways of learning in a low risk health environment.

The aim of this paper is to outline how HIT prepares to meet the expectations of ‘millennial’ students and healthcare professionals by integrating AR into the simulation skills environment.

Keywords:

Augmented reality, learning and teaching, nursing, simulation, technology, health, millennial students, workforce readiness.