Abstract:

Background:
In Turku area, Finland, there is limited number of practice placements for the students in the area of perioperative nursing. According to a survey directed to nursing academics, this area of nursing was selected to be developed with 360º video simulation technology.

Aims:
The Turku University of Applied Sciences (Turku UAS) aimed to create 360º video simulation case to learn postoperative nursing and the tools for teachers to handle 360º video technology by themselves. The aim was also to assess the experiences of using developed case by students and lecturers, as well as, experiences of the created tools, an editor and a player for 360º videos. The developing process follows the Design Thinking protocol.

Methods:
A new tool, editor, for handling the videos and to add learning tasks in 360º videos, and a player for playing learning games with 360º videos were created. In addition, a video simulation case manuscript of nursing in postoperative observation in recovery room was written. The case was filmed with 360º video technique. To reach the aims, co-operation between nursing teachers and IT-specialists was innovative and intensive. The editor and the player were tested with the postoperative care case. Learning experiences had to be assessed during the developing process two times. The students and lecturers experiences were collected using questionnaire and focusgroup interview.

Results:
The Turku UAS IT-specialists created the editor and ADE (Animations Designs and Efects Oy) created the player for 360 video. The manuscript case of postoperative recovery room nursing was designed by the nursing lecturers and recorded in co-operation with the IT-specialists. The case was completed in the autumn 2022. The learning game followed a flowchart, and learning tasks were located on video spots, which the students found marked as hands on the 360º video. The case contained learning tasks concerning monitoring, examining, observing the vital signs of the patient according the ABCDE-protocol, and reporting using the ISBAR-protocol. Students proceeding depended on the choices made and the student received the feedback regarding the answer. In the end of the game the student received the final scores of nursing skills. According to the pilot results, students found learning inspiring when using the 360º videos. However, the videos should even be further developed.

Conclusions:
The technology provides an excellent opportunity for the student to practice nursing skills in safe environment before entering the real nursing settings. Practicing in virtual world strengthens the patient safety significantly before students starts training at the operating department. The challenge for nursing educators is to learn to handle this technology. The created 360º videocase and the new tools, editor and player, are free to be used for everybody. For health care education and nursing students, independent learning the 360º video simulation technology offers new possibilities. In addition, it fits to meet also challenges of orientation to new tasks and work.

Keywords:

360ViSi, 360 Video Simulation, postoperative nursing, Design Thinking.