Look All Around Us: The Rise of 360-Degree Immersive Video and its Potential Uses in Nursing Education John Nation MSN, RN

Session Disclosure 1) Approval Statement This continuing education activity was approved by the Western Multi-State Division, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. Arizona, Colorado, Idaho, and Utah Nurses Associations are members of the Western Multi-State Division. Approval # 72-17 2) Criteria for Successful Completion To receive contact hours, participants must check-in to the session using the barcode scanner, attend the entire session and then complete both the session evaluation and full conference evaluation by July 31, 2017. 3) Conflicts of Interest This educational activity does not include any content that relates to the products and/or services of a commercial interest that would create a conflict of interest. 4) Commercial Support There is no commercial support being received for this session.

Overview: What is 360-degree immersive video? Potential uses in nursing education Challenges Opportunities How? Next Steps

What is 360-degree immersive video? In 360-degree immersive video, often referred to as virtual reality, the perception is created that the viewer is actually within a video environment. A specialized headset and standard headphones are worn while viewing a 360-degree immersive video.

What is 360-degree immersive video? 360-degree immersive video typically refers to actual video footage, not computer generated graphics. Typically describes a view-only experience, not an interactive experience.

What is 360-degree immersive video? Can generally be played on a standard smart phone. Common uses at this time include in journalism, extreme sports.

Potential uses in nursing education First person view in skills performance. Setting the scene for simulation (high, moderate, or low fidelity).

Potential uses in nursing education Alternate learning assignments. Narrative response testing.

Potential uses in nursing education Narration of patient experience in simulated health care setting. Actual patient encounters in real health care setting (would need patient approval, must be HIPPA compliant, have institutional approval, and meet high ethical standards).

Potential uses in nursing education Simulation of high-risk, challenging situations. Simulated assessment of actual clinical settings. Unfolding case studies of critical situations with breaks for student responses.

Potential uses in nursing education Depiction of other determinants of health. Development of immersive videos designed to increase cultural competence and to expand ability to provide dignified care to members of vulnerable populations.

Challenges Is it better than traditional video? Cost of equipment. Production costs and logistical challenges. Student access to viewing equipment.

Opportunities Significantly decreasing costs. Easier access to technology for faculty and students. Consistency of content.

Opportunities Review of materials by key stakeholders. Focused attention of viewer. Student and patient safety.

How? Special camera is needed to film. Viewer and headphones are needed. 360-degree video production team (actors, video production specialist, nursing faculty, key stake holders to review).

How? Department policy for production and review. Incorporation into curriculum.

Next Steps More research: does this work? Coordinated immersive video production. Student input. Key stakeholder input.

References Dearing, K. S., & Steadman, S. (2009). Enhancing intellectual empathy: The lived experience of voice simulation. Perspectives in Psychiatric Care, 45(3), 173-182. doi: 10.1111/j.1744-6163.2009.00219 Everson, N., Levett-Jones, T., Lapkin, S., Pitt, V., Riet, P., Rossiter, R., . . . Courtney-Pratt, H. (2015). Measuring the impact of a 3D simulation experience on nursing students' cultural empathy using a modified version of the Kiersma-Chen empathy scale. Journal of Clinical Nursing, 24, 2849-2858. doi:10.1111/jocn.12893 Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN national simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in pre-licensure nursing education. Journal of Nursing Regulation, 5(2), 3-64. Institute of Medicine [IOM]. (1999). To err is human: Shaping the future for health. National Academy of Sciences. Institute of Medicine [IOM]. (2002). In Smedley B., Stith A. Y. and Nelson A. R. (Eds.), Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, D.C.: The National Academies Press. Institute of Medicine [IOM]. (2011). The health of lesbian, gay, bisexual, and transgender people. Washington, D.C.: Institute of Medicine. Irwin, P., & Coutts, R. (2015). A systemic review of the experience of using Second Life in education of undergraduate nurses. Journal of Nursing Education, 54(10), 572-577. Kidd, L. I., Tusaie, K. R., Preebe, L., & Garrett, M. (2015). Mindful teaching practice: Lessons learned through a hearing voices simulation. Mental Health Nursing, 36(2), 112-117. doi:10.3109/01612840.2014.953278 Mawson, K. (2013). Use of media technology to enhance the learning of student nurses in regards to auditory hallucinations. International Journal of Mental Health Nursing, 2(23), 135-144. doi:10:1111/inm.12031 Zhang, S. (2016), Can VR really make you more empathetic? Wired.

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