NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Name

Capella university

NURS-FPX 6109 Integrating Technology into Nursing Education

Prof. Name

Date

Educational Technologies Comparison

Incorporating virtual reality (VR) technologies has become increasingly vital in advancing innovation and excellence in nursing education. As the need for highly skilled nurses continues to grow, Master of Science in Nursing (MSN) programs must integrate VR tools to enhance teaching and learning. Virtual reality offers new methods for simulating real-world scenarios, improving educational outcomes, and preparing nurses for the challenges faced in modern healthcare systems (Altmiller & Pepe, 2022). This paper explores the benefits and challenges of integrating VR platforms, such as MindMotion Pro and Osso VR, into MSN programs, focusing on their features, potential impact, and how they can improve learning outcomes by providing immersive and interactive educational experiences.

The assessment will evaluate two VR platforms—MindMotion Pro, primarily used for neurological rehabilitation, and Osso VR, designed for surgical training. These platforms offer unique features and capabilities that can be incorporated into MSN curricula to enhance nursing education. By exploring their distinct functionalities, this comparison seeks to provide insights into how these technologies can be effectively integrated into nursing education to improve both patient care and clinical skills training.

Comparison of Two Different Educational Technologies

MindMotion Pro

MindMotion Pro is a VR-based tool that focuses on neurological rehabilitation, offering immersive therapy sessions tailored to help patients recover from neurological impairments. Its features include personalized rehabilitation programs that aim to enhance motor function and cognitive abilities through a virtual environment. Healthcare professionals use MindMotion Pro to track patients’ progress in real-time, adjusting therapeutic interventions based on data (Dhar et al., 2023). This feedback loop allows for more personalized care, fostering a motivating and engaging learning environment that can improve recovery outcomes. Moreover, MindMotion Pro enables rehabilitation practices in a controlled, safe setting, allowing for continuous patient engagement and improvement (Hartman et al., 2024).

Osso VR

Osso VR is an advanced platform designed to revolutionize surgical training by offering realistic, high-fidelity simulations and interactive assessments. It provides an immersive learning environment where medical professionals can practice and enhance their surgical skills without the risks associated with real-life surgery. Through lifelike simulations, Osso VR mimics real operating room conditions, giving learners a hands-on experience that builds confidence and competence. The platform also includes interactive feedback, helping learners refine their skills through continuous, data-driven assessments (Kim & Ahn, 2021). This ensures that medical professionals receive timely corrective feedback, enhancing both their skill development and decision-making abilities in a controlled, risk-free setting (Hartman et al., 2024).

Comparison

MindMotion Pro and Osso VR are both transformative tools in healthcare education, yet they serve different needs within the healthcare system. MindMotion Pro focuses on rehabilitation, improving cognitive and motor functions in patients with neurological disorders. It supports healthcare professionals by providing detailed progress reports, which allow for personalized therapeutic interventions (Di Natale et al., 2020). In contrast, Osso VR targets surgical education by offering simulations that replicate real-life operating environments, enabling learners to practice surgical procedures and techniques without risk to patients (Lee et al., 2020). The core difference lies in their application: MindMotion Pro enhances rehabilitation practices, while Osso VR advances surgical training through realistic, hands-on experiences.

Feature, Capability, and Benefit Comparison Table

Feature	MindMotion Pro	Osso VR
User Interface	Intuitive therapy-based interface for personalized rehab.	Realistic surgical simulations with interactive feedback.
Interactivity Options	Adaptive design for tailored rehabilitation journeys.	Lifelike surgical scenarios with interactive skill assessments.
Compatibility	Compatible with various devices and screen sizes.	Compatible with a wide range of VR devices and platforms.
Assessment Tools	Tailored assessments to monitor patient progress.	Interactive skill assessments with real-time feedback.
Multimedia Integration	Supports multimedia integration for enhanced therapy.	Integrates multimedia elements for realistic simulations.
Learning Analytics	Basic analytics for tracking patient progress.	Advanced analytics for tracking surgical skills.
Cost	Flexible pricing options based on institutional needs.	Subscription-based pricing model with customizable plans.

Assumptions

The comparison assumes that healthcare institutions prioritize different aspects of VR technology based on their specific needs. Factors such as ease of use, compatibility, educational goals, and budget constraints influence decision-making. MindMotion Pro is favored for its tailored rehabilitation features, while Osso VR is preferred for those focusing on surgical training (Di Natale et al., 2020). These considerations highlight the diverse requirements of users selecting between MindMotion Pro and Osso VR.

Benefits and Limitations of Educational Technology

A key benefit of comparing VR technologies like MindMotion Pro and Osso VR is that it enables healthcare educators to choose the best platform suited to their program’s needs. This comparison provides insights into the technological advancements in their respective fields and promotes continuous innovation (Liu et al., 2023). However, the limitations of this comparison include potential oversights of unique strengths that each platform offers. The choice between these technologies often depends on the context in which they are used, such as available resources, user experience, and the specific learning objectives (Shorey et al., 2020).

Teaching and Learning Situations in Educational Technology

For MindMotion Pro, immersive therapy sessions are ideal for teaching situations where students need to practice rehabilitation techniques for neurological impairments. This platform suits environments focused on cognitive and motor function rehabilitation (Stoumpos et al., 2023). On the other hand, Osso VR is best suited for teaching surgical procedures, decision-making, and teamwork in a virtual, risk-free environment, aligning well with surgical education modules (Stoumpos et al., 2023). The effective integration of these technologies into nursing education programs hinges on evaluating factors such as usability, adaptability, multimedia integration, and assessment tools (Mulders et al., 2020).

Incorporation of E-Learning Platforms in MSN Program

Incorporating VR platforms such as MindMotion Pro and Osso VR into nursing education programs can significantly enhance learning outcomes. For example, MindMotion Pro can be integrated into neurological rehabilitation curricula to allow students to practice therapy techniques and enhance their skills (Lee et al., 2020). Similarly, Osso VR can be incorporated into surgical training programs, providing students with realistic surgical simulations that improve their competencies (Kim & Ahn, 2021). These technologies can provide immersive, hands-on learning experiences, leading to improved clinical competence and better patient care outcomes.

Conclusion

Integrating VR technologies such as MindMotion Pro and Osso VR into nursing education programs holds immense potential for improving learning outcomes. While MindMotion Pro is focused on neurological rehabilitation, Osso VR provides realistic surgical training simulations. By carefully selecting the appropriate technology, nursing educators can enhance their students’ competencies and prepare them for the demands of modern healthcare (Bondy et al., 2021). These technologies offer a significant step forward in nursing education, empowering students to gain hands-on experience in a controlled and safe environment.

References

Altmiller, G., & Pepe, L. H. (2022). Influence of technology in supporting quality and safety in nursing education. Nursing Clinics of North America, 57(4), 551–562. https://doi.org/10.1016/j.cnur.2022.06.005

Bondy, C., Chen, L., Grover, P., Hanson, V., Li, R., & Shi, P. (2021). Evaluating technology-mediated collaborative workflows for telehealth. IEEE Journal of Biomedical and Health Informatics, 25(12), 4308–4316. https://doi.org/10.1109/jbhi.2021.3119458

Dhar, E., Upadhyay, U., Huang, Y., Uddin, M., Manias, G., Kyriazis, D., Wajid, U., AlShawaf, H., & Syed Abdul, S. (2023). A scoping review to assess the effects of virtual reality in medical education and clinical care. Digital Health, 9. https://doi.org/10.1177/20552076231158022

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K‐12 and higher education: A 10‐year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006–2033. https://doi.org/10.1111/bjet.13030

Hartman, C., Kim, I., & Ryu, J. (2024). Conceptualizing collaborative team learning in XR for medical education and training. Lecture Notes in Computer Science, 44–63. https://doi.org/10.1007/978-3-031-61047-9_3

Kim, Y. J., & Ahn, S. Y. (2021). Factors influencing nursing students’ immersive virtual reality media technology-based learning. Sensors, 21(23). https://doi.org/10.3390/s21238088

Lee, J., Lee, H., Kim, S., Choi, M., Ko, I. S., Bae, J., & Kim, S. H. (2020). Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. Nurse Education Today, 87(1), 104345. https://doi.org/10.1016/j.nedt.2020.104345

Liu, K., Zhang, W., Li, W., Wang, T., & Zheng, Y. (2023). Effectiveness of virtual reality in nursing education: A systematic review and meta-analysis. BioMed Central Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04662-x

Mulders, M., Buchner, J., & Kerres, M. (2020). A framework for the use of immersive virtual reality in learning environments. International Journal of Emerging Technologies in Learning (IJET), 15(24), 208–224. https://www.learntechlib.org/p/218562/

NURS FPX 6109 Assessment 3 Educational Technologies Comparison

Shorey, S., Ang, E., Ng, E. D., Yap, J., Lau, L. S. T., & Chui, C. K. (2020). Communication skills training using virtual reality: A descriptive qualitative study. Nurse Education Today, 94, 104592. https://doi.org/10.1016/j.nedt.2020.104592

Stoumpos, A. I., Kitsios, F., & Talias, M. A. (2023). Digital transformation in healthcare: Technology acceptance and its applications. International Journal of Environmental Research and Public Health, 20(4). https://doi.org/10.3390/ijerph20043407