SUNY Faculty Advisory Council on Teaching & Technology (FACT2) and the CIT Planning Committee have accepted Dr. Talovic’s abstract for presentation at the 32nd Annual Conference on Instruction & Technology (CIT 2024).
The theme of CIT 2024 is “Creating Inclusive Innovation in Higher Education.” Dr. Talovic will present on Thursday, May 23, from 8:45 to 9:15, in NSC 222, Buffalo, NY. The presentation will focus on using available technology to encourage students’ self-reflection and exploration.
The simulations have been present for many years in different industries. Usually, the simulation scenario is developed by the educators based on the required skills that trainee needs to acquire or confirm an adequate preparedness, and students/trainees are expected to perform the exercise as a real event. There are many ways to develop and carry on simulations, including low and high-fidelity environment, simple to complex built scenarios and human involvement in the scenarios.
Dr. Talovic will focus her presentation on the use of Brightspace video YuJa availability and options it provides for students, and Zoom meetings’ recording that students can efficiently use in their own learning and growth.
Evoking and building empathy toward psychiatric patients’ life experiences by nursing students is an important role of nursing schools, given that patients with mental health illness are present in every medical specialty and care-providing setting. Nursing students often harbor mixed emotions about mental health illness. Some have preconceived beliefs formed by personal experiences and struggles, while others base their perceptions on societal norms and judgments arising from presentations of cases in society. The applied immersive method introduces a psychiatric educational scenario where students take on the role of educators in developing scenarios of psychiatric patients, aiming to cultivate an empathetic understanding of mental health illnesses and the application of their knowledge of the disease processes and presentations. The approach encourages students to develop their own scenarios and envision their own performances. The aim is to evoke students’ understandings of the challenges faced by those with mental health disorders and fostering a deeper appreciation of the complexities involved. In this self-taped exercise, students simulate the experiences of individuals seeking psychiatric care, such as depression, anxiety, mania, addictions, etc. The students’ taped scenarios serve as a valuable tool for educators seeking to bridge the gap between theoretical knowledge and the practical application of the symptoms while building students’ empathy in mental health settings. Students are aware that the discussion and reasoning for their selection of responses will be evaluated and discussed in a peer-supportive environment. Nursing faculty serve as guides and coaches while nursing students undergo the entire learning experience and evaluation created by them and evaluated by them and their peers. This educational approach promotes self-awareness, empathy, peer constructive feedback, collegiality, and the inclusiveness of differences among nursing students.
