(81) Exploring the Impact of Holograms in Prebriefing on Nursing Students' Empathy in Simulated Patient Care: A Cross-Over Study

Abstract: Empathy is a crucial skill in nursing, particularly when providing patient-centered care. This study investigated whether the use of holograms during prebriefing sessions could enhance empathy in nursing students when caring for simulated patients. A cross-over study was conducted with undergraduate nursing students to evaluate the effectiveness of holograms as a tool for fostering empathetic behaviors in clinical simulations. Participants engaged in both traditional prebriefing sessions and hologram-enhanced prebriefing sessions in a randomized sequence. The goal was to determine if the inclusion of holographic representations during prebriefing increased students' emotional engagement, perception of patient needs, and overall empathetic response compared to standard methods. Data were collected through observational metrics, self-assessment surveys, and feedback from faculty facilitators. Results indicated that the use of holograms significantly heightened empathy levels in nursing students, as evidenced by their greater emotional involvement and sensitivity to patient needs. This innovative approach to prebriefing provides valuable insights into how technology can be leveraged to improve empathy—a key component in delivering high-quality nursing care. The findings from this study have the potential to inform best practices in nursing education, particularly within simulation-based learning environments.

Please include a short summary of your presentation that highlights why an attendee would want to view your poster.: This presentation shows how hologram-enhanced prebriefing can boost empathy in nursing students during clinical simulations. Attendees will learn innovative techniques for fostering emotional engagement and patient-centered care skills. This poster offers practical strategies for educators to integrate holograms, enhancing empathetic responses and the effectiveness of simulation-based learning.