USING VIRTUAL SIMULATION GAMING IN HEALTH SCIENCE EDUCATION: ENHANCING COMPETENCY IN TOBACCO BRIEF INTERVENTIONS
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Authors
Szumlanski, Nicole
Date
Type
thesis
Language
eng
Keyword
smoking, cessation, tobacco, reduction, nursing, education, curriculum, evaluation, virtual, simulation, 5As (Ask, Advise, Assess, Assist, Arrange)
Alternative Title
Abstract
Background: Tobacco use is the single most preventable cause of disease, disability, and death
worldwide. Health care professionals (HCP) play a crucial role in motivating clients to reduce or
quit tobacco, however, few studies have compared the efficacy of different pedagogical
approaches to tobacco education in prelicensure training. This thesis will compare learning
outcomes resulting from virtual simulation gaming (VSG) with traditional learning modalities.
Methods: To evaluate the impact of a VSG on students’ tobacco brief intervention (TBI)
knowledge and communication skills, a prospective, experimental design was used. Ninety
health science students (nursing and rehabilitation therapy) were randomized into three
intervention groups (virtual lecture (VL) alone; VSG alone or combined VSG and VL). Five
main outcomes were measured: student TBI knowledge and communication skills; perceived
attitude, confidence, competence, and willingness to use TBI. User traits associated with TBI
knowledge and communication skills as well as student perceptions of VSG ease of navigation,
relevance to practice and future use were also investigated.
Results: Although, no significant difference was documented between type of learning modality
and student TBI knowledge and communication skills, self-reported attitude (F (1, 86) =93.91,
p < .001), confidence (F (1, 86) =253.10, p < .001), and competence (F (1, 86) =269.81,
p < .001) differed before and after students participated in their assigned intervention. There was
no difference in willingness (F (1, 86) =10.73, p =.001). When modelling the relationship
between TBI knowledge and communication skills and type of learning modality, age, sex,
program, tobacco use, and time spend on the written assessment tool (WA), the only significant
predictor was time spent on the WA. The more time a student spent on the WA, the lower their
overall score (B = -1.11, p=.05).
Conclusion: Students strongly agreed that VSG was easily navigated, relevant to practice, and
should be utilized for future health science education in health science programs. TBI education
and the use of VSG in health science programs has great potential but further critical
investigation of associated learning outcomes is warranted.
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Copying and Preserving Your Thesis
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.