{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,9]],"date-time":"2025-11-09T03:45:34Z","timestamp":1762659934971,"version":"build-2065373602"},"reference-count":15,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2020,7,29]],"date-time":"2020-07-29T00:00:00Z","timestamp":1595980800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Informatics"],"abstract":"<jats:p>Virtual reality (VR) healthcare simulation has helped learners develop skills that are transferable to real-word conditions. Innovative strategies are needed to train workers to improve community safety. The purpose of this pilot project was to evaluate the use of a VR simulation applying the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice: SimulationSM Simulation Design with eight power line workers. Six power industry supervisors and educators assisted in facilitating three VR simulations with eight linemen participants. Kotter\u2019s eight steps to leading change and the INACSL Standards of Best Practice: SimulationSM Simulation Design were utilized in working with energy leaders and VR developers to carry out this pilot project. Pre- and post-implementation surveys demonstrated a 28% improvement in participants\u2019 learning outcomes. All three learning objectives were met. This project demonstrated the successful application of a translational framework and the INACSL Standards of Best Practice: SimulationSM in a VR context in the power industry. This process may be helpful to guide or inspire further adoption of VR in unconventional settings.<\/jats:p>","DOI":"10.3390\/informatics7030026","type":"journal-article","created":{"date-parts":[[2020,7,29]],"date-time":"2020-07-29T07:31:45Z","timestamp":1596007905000},"page":"26","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Crossing the Power Line: Using Virtual Simulation to Prepare the First Responders of Utility Linemen"],"prefix":"10.3390","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3303-4579","authenticated-orcid":false,"given":"Alaina","family":"Herrington","sequence":"first","affiliation":[{"name":"Judith Gore Gearhart Clinical Skills Center, University of Mississippi, Jackson, MS 39216, USA"}]},{"given":"Joseph","family":"Tacy","sequence":"additional","affiliation":[{"name":"School of Nursing, University of Mississippi, Jackson, MS 39216, USA"}]}],"member":"1968","published-online":{"date-parts":[[2020,7,29]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"25","DOI":"10.1016\/j.ecns.2017.09.010","article-title":"Using Game-Based Virtual Reality with Haptics for Skill Acquisition","volume":"16","author":"Butt","year":"2018","journal-title":"Clin. Simul. Nurs."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"46","DOI":"10.1097\/SIH.0000000000000411","article-title":"Virtual Simulation in Nursing Education: A systematic review spanning 1996 to 2018","volume":"15","author":"Foronda","year":"2020","journal-title":"Simul. Healthc. J. Soc. Simul. Healthc."},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1016\/j.ecns.2020.03.010","article-title":"Simulation Amid the COVID-19 Pandemic","volume":"43","author":"Harder","year":"2020","journal-title":"Clin. Simul. Nurs."},{"key":"ref_4","doi-asserted-by":"crossref","unstructured":"INACSL Standards Committee (2016). INACSL Standards of Best Practice: SimulationSM Simulation Design. Clin. Simul. Nurs., 12, S5\u2013S12.","DOI":"10.1016\/j.ecns.2016.09.005"},{"key":"ref_5","unstructured":"Bush, G.W. (2020, July 16). Homeland Security Presidential Directive\/HSPD\u20138\u2014National Preparedness, Available online: https:\/\/www.govinfo.gov\/content\/pkg\/PPP-2003-book2\/pdf\/PPP-2003-book2-doc-pg1745.pdf."},{"key":"ref_6","doi-asserted-by":"crossref","first-page":"9","DOI":"10.1016\/j.jsr.2016.11.001","article-title":"Injuries among electric power industry workers, 1995\u20132013","volume":"60","author":"Volberg","year":"2017","journal-title":"J. Saf. Res."},{"key":"ref_7","doi-asserted-by":"crossref","first-page":"392","DOI":"10.1016\/j.ecns.2016.04.002","article-title":"Storyboard Development for Virtual Reality Simulation","volume":"12","author":"Farra","year":"2016","journal-title":"Clin. Simul. Nurs."},{"key":"ref_8","doi-asserted-by":"crossref","first-page":"51","DOI":"10.1016\/j.ecns.2019.10.009","article-title":"Developing a Virtual Simulation Game for Nursing Resuscitation Education","volume":"39","author":"Keys","year":"2020","journal-title":"Clin. Simul. 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[1st ed.]."},{"key":"ref_13","doi-asserted-by":"crossref","unstructured":"Phrampus, P.E., and O\u2019Donnell, J.M. (2013). Debriefing Using a Structured and Supported Approach. The Comprehensive Textbook of Healthcare Simulation, Springer.","DOI":"10.1007\/978-1-4614-5993-4_6"},{"key":"ref_14","doi-asserted-by":"crossref","first-page":"110","DOI":"10.3109\/13561820.2013.869198","article-title":"A history of simulation-enhanced interprofessional education","volume":"28","author":"Palaganas","year":"2013","journal-title":"J. Interprof. Care"},{"key":"ref_15","doi-asserted-by":"crossref","first-page":"298","DOI":"10.1097\/SIH.0000000000000231","article-title":"A National Survey on the Use of Immersive Simulation for Interprofessional Education in Physical Therapist Education Programs","volume":"12","author":"Stockert","year":"2017","journal-title":"Simul. Healthc. J. Soc. Simul. 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