Vogelsang, Laura

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    Peplau’s theory of interpersonal relations: application to asynchronous nursing education
    (2022) Vogelsang, Laura
    The COVID-19 pandemic has changed the course of nursing education delivery in many ways. Although programs have resumed in-person classes for much of the curriculum some online delivery continues. Peplau’s Theory of Interpersonal Relations is summarized and suggested as a way to maintain interpersonal relationship with students in the online setting. Proposition of the new role of ‘innovator’ for the nurse and an expanded definition of communication which fits with the online context are suggested. Application to asynchronous nursing education with consideration of modern-day teaching methodologies are discussed. Throughout the 21st century the use of technology as a tool for communication has exploded. Whether through telephone, social media, or instant message, individuals increasingly use digital means to stay connected. At the height of the pandemic entire nursing programs were delivered online and connecting synchronously and asynchronously though a virtual means became the norm. Relationships were formed between students and instructors without an in-person meeting ever occurring. As many nursing programs return to in-person delivery some of the advantages of virtual clinical were realized and many program continue to offer virtual components (Seah et al., 2020). Several existing nursing theories offer guidance for forming effective nurse-client relationships. However, these theories fail to address the ‘technology’ component of communication and the impact of the lack of physical presence. Hildegard Peplau (1909-1999) was a pioneer of the nurse-client relationship. Her practice-based theory emphasized looking at using every interaction as an opportunity for empowerment. The aim of this paper is to critically examine the philosophical underpinnings of Peplau’s Theory of Interpersonal Relations and evaluate the potential contributions it makes for supporting nursing educators to deliver clinical in a virtual setting. The definition of communication will be redefined for use in the virtual clinical setting. Further the writer will suggest an additional role of the nurse, the innovator role. This theory can potentially contribute to effective nursing education when applied in a virtual educational setting.
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    Striving for health equity through nursing education: a critical examination of non-traditional community health placements
    (School of Nursing, York University, 2024) Magnuson, Morgan; Vandenberg, Shannon; Vogelsang, Laura
    Undergraduate nursing programs are increasingly using non-traditional community health placements within their curricula, though their impact on the organizations and clients they serve has not been widely explored. Therefore, this article aims to examine the use of non-traditional community health placements in undergraduate nursing programs using the political economy of health inequities as an analytical framework. We discuss the limits of non-traditional placements in addressing health inequities, suggesting our work contributes to the perception that something is being done to address the dual unregulated drug poisoning and housing crises while failing to tackle their root causes. We theorize that non-traditional health placements allow nursing programs to continue to graduate enough nurses to meet increasing workforce demands under prolonged austerity measures that have reduced funding to both post-secondary institutions and public health. Finally, we discuss strategies to mitigate harm and commit to more equitable partnerships.
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    Building self-efficacy in dementia care through immersive education: a mixed-methods randomized control trial
    (Elsevier, 2024) Vogelsang, Laura; Risling, Tracie; de Padua, Anthony ; Leidl, Donald; Wilson, Jay; Thompson, David
    Background: Improving self-efficacy for nursing students to manage aggressive behaviours in clients with dementia supports better outcomes for clients. No studies have been conducted on the use of immersive virtual reality as a potential tool. Method: A mixed-methods, randomized control trial explanatory design compared perceived self efficacy for practical nursing students who used the CareGiVRTM virtual reality application with those who did not, using the Inventory of Geriatric Nursing Self-Efficacy (IGNSE) along with qualitative focus groups. Results: Forty-six students (49%) participated in the quantitative component. Fifteen students elected to participate in the follow-up qualitative focus groups. Findings indicate participants who used the CareGiVRTM application reported statistically significant higher levels of perceived self-efficacy post intervention and when compared with those in the control group following their clinical rotation. Four themes were identified: getting real-world experience, a safe place to practice, meeting the client where they are at, and a tool not a replacement. Conclusion: Immersive virtual reality can be an effective tool to increase perceived self-efficacy for managing aggressive behaviours in clients with dementia in practical nursing students.
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    Exploring the use of immersive virtual reality in nursing education: A scoping review
    (Elsevier, 2024) Vogelsang, Laura; Wright, Sheri; Risling, Tracie; de Padua, Anthony; Leidl, Donald; Wilson, Jay; Thompson, David
    Background: Virtual reality is an emerging technology for nursing education. This technology can provide visual, motor, and auditory immersion into a virtual environment, thereby mimicking reality. Virtual reality may be an effective pedagogical tool for nursing educators to meet the learning needs of nursing students. Objective: The aim of this scoping review was to map the existing literature on the use of immersive virtual reality implemented within nursing education programs with nursing students. Design: Scoping review following established methodology. Data sources: A database search of ERIC (OVID), Medline (OVID), PubMed, Web of Science, and CINAHL Plus with Full Text, and Nursing and Allied Health Database. Records published between January 2010 and August 2022. Review methods: Two reviewers independently screened titles and abstracts of 2115 articles. Fourteen articles were included in this scoping review. Results: Five major themes were identified in the thematic analysis: Self-confidence, Skill acquisition, Improved learning outcomes, Perspective taking, and Promoting engagement. Immersive virtual reality is being utilized in a variety of clinical settings and with different intended purposes. Most virtual reality research is focused on end-user satisfaction and perceptions of usability. Conclusions: This scoping review provides a comprehensive understanding of the use of immersive virtual reality within nursing education. There is a range of definitions of virtual reality utilized within.