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Figure 1. Critical Life scenario developed at the University of Ballarat
CHALLeNgeS AND BARRIeRS
TO THe USe OF 3D mUVe-
BASeD SImULATIONS IN
HeALTHCARe eDUCATION
individual and team processes of the action
carried out.
The initiative also serves to address a need for
the university, which operates multiple campuses
in regional Victoria, to cater for the needs of
students and lecturers dispersed across various
locations. Research into the use of these scenarios
for nursing students has revealed that participants
found the simulation to be a positive experience
that can assist in the development of technical and
non-technical nursing skills. Further, the partici-
pants found the simulation easy to use, realistic,
incorporated effective learning strategies. These
results encourage development and testing of
other healthcare interventions within Second Life.
Future planned research includes investigation of
skill enhancement of students over time.
Both anecdotal and empirical evidence suggests
that computer-based simulations can expose
healthcare students to meaningful experiences
and assist them in developing a range of skills and
competencies. However, some leading researchers
argue that online learning has a limited range of
training functions due to its unrealistic settings,
and therefore cannot provide problem-based
learning supported by cognitive science (Jeffries,
2006; Alinier, 2007). A review of the literature
exposed a serious issue relating to the teaching
and learning practices being incorporated into
computer-based clinical simulations and online
learning regarding the effect the simulation has
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