Preparing the Collaboration Café
Follow these guidelines when completing each component of the Collaboration Café. Contact your course faculty if you have questions.
General Instructions
Include the following sections:
Application of Course Knowledge: Answer all questions/criteria with explanations and detail.
How might extended reality technologies, such as virtual reality, augmented reality, or mixed reality be utilized in your intended specialty area of advanced nursing practice?
What type of product that is currently available would be best suited for the application you described?
What are potential barriers to the implementation and use of the technology in your future practice area?
Engagement in Meaningful Dialogue: Engage peers by asking questions, and offering new insights, applications, perspectives, information, or implications for practice:
Respond to at least one peer.
Respond to a second peer post.
Communicate using respectful, collegial language and terminology appropriate to advanced nursing practice.
Professionalism in Communication: Communicate with minimal errors in English grammar, spelling, syntax, and punctuation.
To the writer
please use single single
spacing at least 150or less words to respond to each of the two .thanks
PEER 1 post / Erika
Extended reality technologies are rapidly emerging in patient care. One form of extended reality technology is augmented reality (AR), a three-dimensional technology that blends computer-generated images with real-world objects or the environment in the user’s view (Urlings et al., 2023). To create the augmented environment, four components of an AR system include a computer or mobile device, software, a reference frame, and a viewing device (Evans et al., 2025). Viewing devices can include tablets, smartphones, head-mounted displays, AR headsets, or smart glasses.
The integration of AR into the clinical environment can be a powerful tool. AR could enhance traditional information-sharing methods and simulate real-life environments for patient education. It can support family nurse practitioners (FNPs) in many ways, including informing patients about treatment options, risks, and disease management, helping patients make informed decisions, and providing patient education (Evans et al., 2025). Patient education is a critical component of healthcare, and AR can support the FNP in this area.
One evolving, innovative approach that FNPs can use to educate their patients with AR is mobile health (mHealth) interventions. mHealth interventions on tablets, such as AR mirror systems, promote patient engagement and education (Ni et al., 2025). Applications such as AR Magic Mirrors display digital images over a patient’s image and engage patients in showing interactive three-dimensional models (Chow & Sharmin, 2025; Ni et al., 2025). For example, if the FNP wanted to teach their patient about diabetes, they can use the AR mirror system on a tablet to visualize the pancreas and glucose in the bloodstream over the patient’s body image in the mirror, showing how diabetes affects insulin function and how medication can control blood sugar. Evans et al. (2025) found that AR improved patients’ understanding of their disease process more effectively than traditional methods. AR mirror systems can improve patients’ health literacy, promote self-management, and support medication adherence (Adapa et al., 2020). From the patient’s perspective, AR could improve communication among patients and providers, as patients better understand their disease (Evan et al., 2025). Although AR mirror systems seem promising, they also have drawbacks.
Potential barriers to AR mirror systems include the high cost of devices and software and the risk of further widening health disparities in underserved areas and rural communities. The expenses for small practices may restrict access for patients who might benefit. In addition, the lack of a regulatory framework for emerging technologies such as AR mirror systems creates uncertainty around liability and standards of practice (Iqbal et al., 2024). FNPs must be prudent in choosing AR mirror systems that uphold patients’ privacy and confidentiality and prioritize safety. Finally, many patients may have limited health and digital literacy. These barriers emphasize the importance of equitable implementation and care, as well as ongoing evaluation when integrating AR tools or applications into patient education.
In conclusion, the FNP can use emerging technologies, such as AR, in their practice to promote patient engagement, enhance interactive and immersive learning, and deliver personalized health education, thereby improving patient outcomes and the quality of care. Most importantly, the FNP must always remember to provide altruistic, patient-centered care amid advancing technology.
References
Adapa, K., Jain, S., Kanwar, R., Zaman, T., Taneja, T., Walker, J., & Mazur, L. (2020). Augmented reality in patient education and health literacy: A scoping review protocol. BMJ Open, 10(9), Article e038416. https://doi.org/10.1136/bmjopen-2020-038416Links to an external site.
Chow, A. K., & Sharmin, N. (2025). The impacts of augmented reality teaching tools in health professional education. Canadian Journal of Dental Hygiene, 59(2), 125–132.https://chamberlain.primo.exlibrisgroup.com/permalink/01CUCON_INST/14th4q6/cdi_pubmed_primary_41444616
Evans, T., Turna, A., Stringfellow, T. D., & Jones, G. G. (2025). Uses of augmented reality in surgical consent and patient education – a systematic review (D. A. Hashimoto, Ed.). PLOS Digital Health, 4(4), Article e0000777. https://doi.org/10.1371/journal.pdig.0000777Links to an external site.
Iqbal, A. I., Aamir, A., Hammad, A., Hafsa, H., Basit, A., Oduoye, M. O., Anis, M. W., Ahmed, S., Younus, M. I., & Jabeen, S. (2024). Immersive technologies in healthcare: An in-depth exploration of virtual reality and augmented reality in enhancing patient care, medical education, and training paradigms. Journal of Primary Care & Community Health, 15, Article 21501319241293311. https://doi.org/10.1177/21501319241293311Links to an external site.
Ni, Z., Batubara, I. M. S., Ndenkeh, J. J. N., Bediang, G., Yumo, H., Zhang, X., Oh, S., Zhao, Y., & Nelson, L. E. (2025). Likelihood of leveraging augmented reality technology to promote HIV prevention and treatment among adolescent girls and young women in Cameroon: Cross-sectional survey. JMIR Pediatrics and Parenting, 8, e69471–e69471. https://doi.org/10.2196/69471Links to an external site.
Urlings, J., Abma, I., Aquarius, R., Aalbers, M., Bartels, R., Maal, T., Henssen, D., & Boogaarts, J. (2023). Augmented reality—the way forward in patient education for intracranial aneurysms? A qualitative exploration of views, expectations and preferences of patients suffering from an unruptured intracranial aneurysm regarding augmented reality in
PEER 2 POST/Carmen
Hello Classmates,
Patient care in the emergency department (ED) is and can be very fast-paced, unpredictable, and commonly involves serious cases. Advanced practice nurses must make timely clinical decisions across multiple phases of care, including triage, trauma resuscitation, and ongoing management. Extended reality (XR) technologies such as: virtual reality (VR), augmented reality (AR), and mixed reality (MR), which together are called extended reality (XR). These could or can help improve clinical performance and patient results in these situations.
AR can help during triage by showing important protocols, like sepsis screening or stroke alerts, right in the provider’s line of sight. This can help staff spot high-risk patients early and stay efficient, even when the ED is busy. In the trauma bay, MR is useful for giving hands-free, real-time guidance through critical procedures. For example, it can show anatomical landmarks or step-by-step instructions for procedures such as intubation or placing a central line, so providers do not have to look away from the patient.nd For ongoing care, VR can be used to train staff, letting them practice rare but high-risk situations, such as pediatric codes or mass casualty events, in a safe and realistic setting. Research shows that this kind of immersive training can improve both clinical skills and confidence, which is especially important in emergency care (Pottle, 2020).
One example of this technology is the Microsoft HoloLens, a mixed reality headset that lets clinicians see digital information while staying aware of their surroundings. In the ED, it can help with procedures in the trauma bay or allow specialists to consult remotely by seeing the patient’s environment in real time. The hands-free design is especially helpful in emergency care, where keeping things sterile and focusing on the patient is necessary.
Even with these benefits, there are some challenges to using XR in the ED. New technology can upset the fast and efficient workflow, at least at first, and may make things more complicated for staff. XR systems are also expensive to buy and maintain. Some staff may be hesitant to use them, especially if they are not used to new technology such older genration healthcare providers. Infection control is another issue, since wearable devices are often shared in busy settings. Data security and patient privacy must also be protected before XR can be widely used. Studies show that XR can be helpful, but it needs to fit smoothly into everyday routines and staff must be properly trained (Khan et al., 2021).
In my opinion bringing XR into ED practice can be a modern way to help providers prepare and improve patient care. XR enables real-time decisions and better training, which is especially important in stressful situations. For advanced practice nurses it is important to figure out or to learn how to use these tools in especially in a busy settings, without having them slow down care or risking patient safety.
References
Khan, R., Plahouras, J., Johnston, B. C., Scaffidi, M. A., Grover, S. C., & Walsh, C. M. (2021). Virtual reality simulation training in endoscopy: A systematic review and meta-analysis. Endoscopy International Open, 9(2), E230–E238. https://doi.org/10.1055/a-1339-5953
Pottle, J. (2020). Virtual reality and the transformation of medical education. Future Healthcare Journal, 7(3), 181–185. https://doi.org/10.7861/fhj.2020-009
