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Huai P, Li Y, Wang X, Zhang L, Liu N, Yang H. The effectiveness of virtual reality technology in student nurse education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 138:106189. [PMID: 38603830 DOI: 10.1016/j.nedt.2024.106189] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 03/13/2024] [Accepted: 03/26/2024] [Indexed: 04/13/2024]
Abstract
AIM The purpose of this study was to analyze the effectiveness of virtual reality technology in nursing education. BACKGROUND Virtual reality technology is regarded as one of the advanced and significant instructional tools in contemporary education. However, its effectiveness in nursing education remains a subject of debate, and there is currently limited comprehensive research discussing the impact of varying degrees of virtual technology on the educational effectiveness of nursing students. DESIGN Systematic review and meta-analysis. METHODS The present systematic review and meta-analysis were applied according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement. The PubMed, Embase, CINAHL, ProQuest, Cochrane Library, Web of Science, and Scopus were searched for relevant articles in the English language. The methodologies of the studies evaluated were assessed using Cochrane Risk of Bias2 (ROB 2) tool and Joanna Briggs Institute (JBI) assessment tool. We took the learning satisfaction, knowledge, and skill performance of nursing students as the primary outcomes, and nursing students' self-efficacy, learning motivation, cognitive load, clinical reasoning, and communication ability were assessment as secondary outcomes. The meta-analysis was performed using R 4.3.2 software according to PRISMA guidelines. Heterogeneity was assessed by I2 and P statistics. Standardized mean difference (SMD) and 95 % confidence intervals (CIs) were used as effective indicators. RESULTS Twenty-six studies were reviewed, which involved 1815 nursing students. The results showed that virtual reality teaching, especially immersive virtual reality, was effective in improving nursing students' learning satisfaction (SMD: 0.82, 95%CI: 0.53-1.11, P < 0.001), knowledge (SMD: 0.56, 95%CI: 0.34-0.77, P < 0.001), skill performance (SMD: 1.13, 95 % CI: 0.68-1.57, P < 0.001), and self-efficacy (SMD: 0.64, 95%CI: 0.21,1.07, P < 0.001) compared to traditional teaching methods. However, the effects of virtual reality technology on nursing students' motivation, cognitive load, clinical reasoning, and communication ability were not significant and require further research. CONCLUSIONS The results of this study show that virtual reality technology has a positive impact on nursing students. Nonetheless, it is crucial not to underestimate the effectiveness of traditional education methods, and future research could analyze the impact of different populations on nursing education while improving virtual reality technology, to more comprehensively explore how to improve the quality of nursing education. Moreover, it is imperative to emphasize the integration of virtual education interventions with real-world experiences promptly. This integration is essential for bridging the gap between the virtual learning environment and real-life scenarios effectively. REGISTRATION NUMBER CRD42023420497 (https://www.crd.york.ac.uk/PROSPERO/#recordDetails).
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Affiliation(s)
- Panpan Huai
- School of Nursing, Shanxi Medical University, Shanxi Province, China
| | - Yao Li
- School of Nursing, Shanxi Medical University, Shanxi Province, China
| | - Xiaomeng Wang
- School of Nursing, Peking University, Beijing, China
| | - Linghui Zhang
- School of Nursing, Shanxi Medical University, Shanxi Province, China
| | - Nan Liu
- School of Nursing, Shanxi Medical University, Shanxi Province, China
| | - Hui Yang
- Department of Nursing, First Hospital of Shanxi Medical University, Shanxi Province, China.
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Dilek Turan F, İşler A, Duman Ö. Effect of virtual reality-based seizure management education program for parents (VR-ESMEPP) on seizure management: A randomized controlled trial. Epilepsy Behav 2024; 156:109824. [PMID: 38788661 DOI: 10.1016/j.yebeh.2024.109824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2024] [Revised: 04/29/2024] [Accepted: 05/01/2024] [Indexed: 05/26/2024]
Abstract
OBJECTIVE This study evaluated the efficacy of Virtual Reality-Based Seizure Management Education Program for Parents (VR-ESMEPP) that was designed to improve parents' knowledge-skill percentage about epileptic seizure, and motivation levels about educational material. METHODS The study was conducted at a university hospital's pediatric neurology clinic in Turkey and involved both a VR-trained group and a control group. The parents' knowledge-skill percentage about epileptic seizure, and motivation levels about educational material were assessed before, after, and at 15 days after participating in VR-ESMEPP. RESULTS The parents' knowledge-skill percentage about epileptic seizure increased in the group that participated in the VR-ESMEPP. There was no such increase in the control group. Examination of the scores of the Instructional Materials Motivation Survey (IMMS) for the parents showed that while there was a significant increase between the pre-test and post-test within the group that participated in the VR-ESMEPP, there was no significant difference in the scores of the control group. However, the high IMMS scores obtained by all parents indicate the motivating nature of the education material. SIGNIFICANCE The study established the efficacy of VR-ESMEPP and demonstrated its ability to enhance parents' knowledge-skill percentage about epileptic seizure. Despite the absence of a difference in motivation levels between the groups, the high scores obtained by all participants indicate that the program was indeed motivating.
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Affiliation(s)
- Fatma Dilek Turan
- Department of Pediatric Nursing, Kumluca Faculty of Health Sciences, Akdeniz University, Kumluca, Antalya, Turkey.
| | - Ayşegül İşler
- Department of Pediatric Nursing, Faculty of Nursing, Akdeniz University, 07100 Campus, Akdeniz, Antalya, Turkey.
| | - Özgür Duman
- Department of Pediatric Neurology, Faculty of Medicine, Akdeniz University Hospital, 07100 Campus, Akdeniz, Antalya, Turkey.
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Yoon H. Effects of Immersive Straight Catheterization Virtual Reality Simulation on Skills, Confidence, and Flow State in Nursing Students. Comput Inform Nurs 2024:00024665-990000000-00192. [PMID: 38832886 DOI: 10.1097/cin.0000000000001141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2024]
Abstract
Core nursing procedures are essential for nursing students to master because of their high frequency in nursing practice. However, the experience of performing procedures in actual hospital settings decreased during the coronavirus disease 2019 pandemic, necessitating the development of various contents to supplement procedural training. This study investigated the effects of a straight catheterization program utilizing an immersive virtual reality simulation on nursing students' procedural performance, self-confidence, and immersion. The study employed a nonequivalent control group pretest-posttest design with 29 participants in the experimental group and 25 in the control group. The experimental group received training through a computer-based immersive virtual reality program installed in a virtual reality hospital, with three weekly sessions over 3 weeks. The control group underwent straight catheterization using manikin models. The research findings validated that virtual reality-based straight catheterization education significantly improved students' procedural skills, self-confidence, and flow state. Therefore, limited practical training can be effectively supplemented by immersive virtual reality programs.
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Affiliation(s)
- Hyeongyeong Yoon
- Author Affiliation: College of Nursing, Eulji University, Seongnam Campus, Korea
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Chitra E, Mubin SA, Nadarajah VD, Se WP, Sow CF, Er HM, Mitra NK, Thiruchelvam V, Davamani F. A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills. Sci Rep 2024; 14:12809. [PMID: 38834815 DOI: 10.1038/s41598-024-63601-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Accepted: 05/30/2024] [Indexed: 06/06/2024] Open
Abstract
Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students' perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.
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Affiliation(s)
- Ebenezer Chitra
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia
| | - Siti Azreena Mubin
- Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
| | | | - Wong Pei Se
- School of Pharmacy, International Medical University, Kuala Lumpur, Malaysia
| | - Chew Fei Sow
- School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Hui Meng Er
- School of Pharmacy, International Medical University, Kuala Lumpur, Malaysia
| | - Nilesh Kumar Mitra
- School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | - Vinesh Thiruchelvam
- Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
| | - Fabian Davamani
- School of Health Sciences, International Medical University, Kuala Lumpur, Malaysia.
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Walls R, Nageswaran P, Cowell A, Sehgal T, White T, McVeigh J, Staykov S, Basett P, Mitelpunkt D, Sam AH. Virtual reality as an engaging and enjoyable method for delivering emergency clinical simulation training: a prospective, interventional study of medical undergraduates. BMC Med 2024; 22:222. [PMID: 38831293 PMCID: PMC11149210 DOI: 10.1186/s12916-024-03433-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 05/21/2024] [Indexed: 06/05/2024] Open
Abstract
BACKGROUND It is a requirement that medical students are educated in emergencies and feel well prepared for practice as a doctor, yet national surveys show that many students feel underprepared. Virtual reality (VR), combined with 360-degree filming, provides an immersive, realistic, and interactive simulation experience. Unlike conventional in-person simulation, it is scalable with reduced workforce demands. We sought to compare students' engagement and enjoyment of VR simulation to desktop computer-based simulation. METHODS We conducted a prospective, interventional, evaluation study. The study was carried out on final year medical students undertaking their Pre-Foundation Assistantship (n = 116) at Imperial College School of Medicine (ICSM) in London. We compared objective engagement, subjective engagement, and subjective enjoyment of VR simulation to desktop computer-based simulation using cardiac arrest and life-threatening asthma scenarios. Engagement was measured objectively using students' physiological parameters, including heart rate and eye tracking, and facilitator observations using the validated 'Behavioural Engagement Related to Instruction' (BERI) protocol. Students' subjective engagement and enjoyment levels were measured using a post-session survey. RESULTS Students' maximum heart rates were significantly higher during VR simulation with a mean difference of 4.2 beats per minute (3.2 to 5.2, p < 0.001), and eye tracking showed they spent a significantly greater mean percentage of time of 6.4% (5.1 to 7.7, p < 0.001) focusing on the scenarios in VR compared to standard desktop. Qualitative data showed students enjoyed and felt engaged with the sessions, which provided a safe space for learning. CONCLUSIONS Our study shows that students found VR simulations enjoyable and were more engaged compared to standard desktop simulation. This suggests that 360-degree VR simulation experiences provide students with immersive, realistic training, which is scalable, giving them the unique opportunity to manage emergencies and work within emergency teams, which would not typically occur during traditional training.
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Affiliation(s)
- Risheka Walls
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Priyanka Nageswaran
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Adrian Cowell
- Imperial College Faculty of Medicine Digital Education Office, Exhibition Road, South Kensington, London, SW7 2BX, UK
| | - Tunav Sehgal
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Thomas White
- Imperial College Digital Media Lab, Exhibition Rd, South Kensington, London, SW7 2BX, UK
| | - James McVeigh
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK
| | - Stefan Staykov
- Imperial College Faculty of Medicine Digital Education Office, Exhibition Road, South Kensington, London, SW7 2BX, UK
| | | | - Daniel Mitelpunkt
- Imperial College Digital Media Lab, Exhibition Rd, South Kensington, London, SW7 2BX, UK
| | - Amir H Sam
- Imperial College School of Medicine, St Dunstan's Rd, Charing Cross Campus, London, W6 8RP, UK.
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Toker S, Akay C, Basmaci F, Kilicarslan MA, Mumcu E, Cagiltay NE. Expectancy from, and acceptance of augmented reality in dental education programs: A structural equation model. J Dent Educ 2024. [PMID: 38773700 DOI: 10.1002/jdd.13580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Revised: 03/08/2024] [Accepted: 04/14/2024] [Indexed: 05/24/2024]
Abstract
OBJECTIVE Dental schools need hands-on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior-knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use. METHODS A correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience-sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's ɑ, and composite reliability. Ten primary research hypotheses are tested with path analysis. RESULTS A total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B = 0.359, β = 0.386, L = 0.305, U = 0.457, p = 0.002) and prior-knowledge readiness (B = -0.056, β = 0.306, L = 0.305, U = 0.457, p = 0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior-knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B = 0.201, β = 0.204, L = 0.140, U = 0.267, p = 0.002). Negative attitude had a negative impact (B = -0.056, β = -0.054, L = 0.091, U = 0.182, p = 0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior-knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior-knowledge readiness, positive attitude toward AR, and expectancy from AR (B = 0.041, β = 0.046, L = 0.026, U = 0.086, p = 0.054). CONCLUSION Infrastructure and prior-knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior-knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands-on experience and program performance by providing training options anywhere and anytime.
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Affiliation(s)
- Sacip Toker
- Information Systems Engineering Department, Atilim University, Ankara, Turkey
| | - Canan Akay
- Faculty of Dentistry, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Fulya Basmaci
- Faculty of Dentistry, Ankara Yildirim Beyazit University, Ankara, Turkey
| | | | - Emre Mumcu
- Faculty of Dentistry, Eskisehir Osmangazi University, Eskisehir, Turkey
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Hung L, Zhao Y, Lam M, Ren H, Wong KLY. Facilitators, barriers and impacts to implementing dementia care training for staff in long-term care settings by using fully immersive virtual reality: a scoping review protocol. BMJ Open 2024; 14:e083724. [PMID: 38719284 PMCID: PMC11086507 DOI: 10.1136/bmjopen-2023-083724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2023] [Accepted: 04/25/2024] [Indexed: 05/12/2024] Open
Abstract
INTRODUCTION The rapid growth of the ageing population underscores the critical need for dementia care training among care providers. Innovative virtual reality (VR) technology has created opportunities to improve dementia care training. This scoping review will specifically focus on the barriers, facilitators and impacts of implementing fully immersive VR training for dementia care among staff in long-term care (LTC) settings. METHODS AND ANALYSIS We will follow the Joanna Briggs Institute's scoping review methodology to ensure scientific rigour. We will collect literature of all languages with abstracts in English from CINAHL, Medline, Scopus, Embase, Web of Science and ProQuest database until 31 December 2023. Grey literature from Google Scholar and AgeWell websites will be included. Inclusion criteria encompass papers involving paid staff (Population), fully immersive VR training on dementia care (Concept) and LTC settings (Context). Literature referring only to non-paid caregivers, non-fully immersive VR or other chronic diseases will be excluded. Literature screening, data extraction and analysis will be conducted by two reviewers separately. We will present a narrative summary with a charting table on the main findings. ETHICS AND DISSEMINATION This work does not require ethics approval, given the public data availability for this scoping review. Through a comprehensive overview of the current evidence regarding impacts, barriers and facilitators on this topic, potential insights and practical recommendations will be generated to support the implementation of VR training to enhance staff competence in LTC settings. The findings will be presented in a journal article and shared with practitioners on the frontline.
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Affiliation(s)
- Lillian Hung
- Vancouver General Hospital, Vancouver, British Columbia, Canada
- Gerontology, Simon Fraser University, Vancouver, British Columbia, Canada
| | - Yong Zhao
- IDEA Lab, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Michelle Lam
- IDEA Lab, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Haopu Ren
- IDEA Lab, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Karen Lok Yi Wong
- IDEA Lab, The University of British Columbia, Vancouver, British Columbia, Canada
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Kerr H, Birch M, Donovan M, Best P. Exploring the Educational Value of an Immersive Virtual Reality Method Within a Continuing Education Module in Nursing: A Mixed Methods Study. J Contin Educ Nurs 2024; 55:261-268. [PMID: 38329398 DOI: 10.3928/00220124-20240201-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/09/2024]
Abstract
BACKGROUND Few studies have explored the potential educational value of immersive 360° video in continuing education. This study explored the potential value of immersive 360° video as an acceptable educational method in a continuing education module in nursing. METHOD A convergent parallel mixed methods design was adopted. The setting was a nursing and midwifery school at a university. The 11 participants were RNs. Data were collected at three time points with surveys and focus groups. RESULTS Participants found educational value in the triggering of a deep reflective process, supported by a subsequent classroom discussion. Further, there were nuances and complexities to be considered, with a need to tailor material toward high-acuity, low-frequency, or challenging clinical events when considering content. CONCLUSION Immersive 360° videos are a potentially useful method for providing continuing education; however, the content must be tailored to students' learning needs. A reflective model may provide a valuable structure for discussions after the use of immersive 360° video. [J Contin Educ Nurs. 2024;55(5):261-268.].
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Garza KB, Davis B, Kelley J, Richardson A, Seals C, Hawkins G, McGuckin L, Rose CG, Grabowsky A. Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100702. [PMID: 38688454 DOI: 10.1016/j.ajpe.2024.100702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Revised: 03/14/2024] [Accepted: 04/23/2024] [Indexed: 05/02/2024]
Abstract
OBJECTIVE To describe the implementation and outcomes of EmpathyVR, an immersive experience using virtual reality (VR) to promote empathy for patients with physical limitations due to chronic diseases. METHODS First-year student pharmacists participated in a learning experience that incorporated VR and stiff gloves to simulate physical limitations associated with color-blindness and arthritis, respectively. Students completed pre- and post-intervention surveys that included the Kiersma-Chen Empathy Scale and measures of immersion, user enjoyment, perceived usefulness for learning, and adverse effects of the experience. A focus group was also conducted with 6 students to obtain additional feedback on the learning experience. RESULTS Of the 132 students who were enrolled in the program, 131 completed the assigned tasks; 117 of these agreed to participate in the study, and their data were included in the analyses. There was a significant improvement in empathy scores in the cognitive domain from pre- to post-intervention. Post-intervention survey results also demonstrated a high degree of immersion in the experience, high levels of self-reported enjoyment, and high levels of perceived usefulness of the activity to support learning. There was a low to moderate incidence of minor self-reported adverse effects from the activity. Focus group feedback was also positive. One student stated, "… it really allowed you to think and put yourself in their shoes." CONCLUSION Implementation of a VR-based learning activity into the first semester of the PharmD curriculum was successful and resulted in improved student empathy scores and a positive learning experience.
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Affiliation(s)
- Kimberly B Garza
- Auburn University, Health Outcomes Research and Policy, Auburn, AL, USA.
| | - Brandy Davis
- Auburn University, Health Outcomes Research and Policy, Auburn, AL, USA
| | - Jacob Kelley
- Auburn University, Educational Foundations, Leadership, and Technology, Auburn, AL, USA
| | - Alexicia Richardson
- Auburn University, Computer Science and Software Engineering, Auburn, AL, USA
| | - Cheryl Seals
- Auburn University, Computer Science and Software Engineering, Auburn, AL, USA
| | | | | | - Chad G Rose
- Auburn University, Mechanical Engineering, Auburn, AL, USA
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Medel D, Reguant M, Cemeli T, Jiménez Herrera M, Campoy C, Bonet A, Sanromà-Ortíz M, Roca J. Analysis of Knowledge and Satisfaction in Virtual Clinical Simulation among Nursing Students: A Mixed Study. NURSING REPORTS 2024; 14:1067-1078. [PMID: 38804414 PMCID: PMC11130862 DOI: 10.3390/nursrep14020081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2024] [Revised: 04/22/2024] [Accepted: 04/26/2024] [Indexed: 05/29/2024] Open
Abstract
Virtual simulation offers a powerful educational tool with considerable, albeit underexplored potential. This technology immerses students in lifelike digital scenarios, fostering the acquisition of knowledge and skills necessary for their future careers. This study aimed to assess knowledge acquisition and satisfaction outcomes among students using a virtual simulation teaching approach. The specific objectives were (1) to compare pre-and posttest knowledge acquisition, (2) to investigate the influence of prior professional experience on knowledge, and (3) to explore satisfaction levels with virtual simulation. One hundred and fifty-nine nursing students participated in a virtual simulation-based clinical intervention, entailing the resolution of a virtual adult patient hospitalized with respiratory pathology. Sociodemographic data and prior professional experience were collected, and knowledge was evaluated through pre-to-post tests. Satisfaction levels were assessed using open-ended questions. Quantitative data were analyzed using descriptive statistics, Wilcoxon, Mann-Whitney U, and Cohen's tests, while qualitative data underwent keyword-in-context analysis. Significant differences were noted between pre- and posttest knowledge levels, with prior experience showing no significant impact on knowledge acquisition. Participants reported high levels of satisfaction. Lexicometric analysis identified four clusters of words related to the key terms "simulation", "learn", "activity", and "knowledge". Virtual clinical simulation effectively enhances knowledge acquisition and fosters satisfaction, with students recognizing the positive impact of this approach on their learning. Consequently, virtual simulation contributes to the training of competent health professionals.
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Affiliation(s)
- Daniel Medel
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
| | - Mercedes Reguant
- Department of Research Methods and Diagnosis in Education, University of Barcelona, 08007 Barcelona, Spain;
| | - Tània Cemeli
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
| | | | - Carme Campoy
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
| | - Aida Bonet
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
| | - Montserrat Sanromà-Ortíz
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
| | - Judith Roca
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, 25199 Lleida, Spain; (D.M.); (C.C.); (A.B.); (M.S.-O.)
- Health Education, Nursing, Sustainability and Innovation Research Group (GREISI), 25199 Lleida, Spain
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Huon JF, Nizet P, Tollec S, Vene E, Fronteau C, Leichnam A, Tching-Sin M, Michelet-Barbotin V, Foucault-Fruchard L, Nativel F. A systematic review of the impact of simulation on students' confidence in performing clinical pharmacy activities. Int J Clin Pharm 2024:10.1007/s11096-024-01715-z. [PMID: 38632204 DOI: 10.1007/s11096-024-01715-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 02/13/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND Although confidence does not automatically imply competence, it does provide pharmacy students with a sense of empowerment to manage a pharmacotherapeutic problem independently. Among the methods used in higher education, there is growing interest in simulation. AIM To evaluate the impact of simulation on pharmacy students' confidence in performing clinical pharmacy activities. METHOD Articles that reported the use of simulation among pharmacy students with fully described outcomes about confidence were included. Studies for which it was impossible to extract data specific to pharmacy students or simulation were excluded. The search was carried out in Medline, Embase, Lissa and PsycInfo from inception to August the 31th, 2022. The results were synthesized into 4 parts: confidence in collecting information, being an expert in a procedure/pathology, counselling and communicating, and other results. The quality assessment of included studies was conducted using the Mixed Methods Appraisal Tool "MMAT" tool. RESULTS Among the 39 included articles, the majority were published in the last 5 years and conducted in the United States. The majority included pharmacy students in years 1 through 3 (69.2%). The most common study design was the pre-post uncontrolled design (66.7%). Studies measuring the effects of human and/or virtual simulation were mainly focused on confidence to counsel and/or communicate with patients and colleagues (n = 20). Evaluations of the effects of these types of simulation on confidence in information gathering by health professionals were also well represented (n = 16). CONCLUSION Simulation-based training generally yielded positive impact on improving pharmacy students' confidence in performing clinical pharmacy activities. Rigorous assessment methods and validated confidence questionnaires should be developed for future studies.
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Affiliation(s)
- Jean-François Huon
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France.
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France.
| | - Pierre Nizet
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Sophie Tollec
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Orléans, Orléans, France
| | - Elise Vene
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Rennes, Rennes, France
| | - Clémentine Fronteau
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Alison Leichnam
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Martine Tching-Sin
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Vanessa Michelet-Barbotin
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Rennes, Rennes, France
| | - Laura Foucault-Fruchard
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Tours, Service Pharmacie, Tours, France
- UMR 1253, iBrain, Université de Tours, Inserm, Tours, France
| | - Fabien Nativel
- Nantes Université, Oniris, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, 44000, Nantes, France
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12
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Mattsson K, Haavisto E, Jumisko-Pyykkö S, Koivisto JM. Nursing Students' Experiences of Empathy in a Virtual Reality Simulation Game: A Descriptive Qualitative Study. Comput Inform Nurs 2024:00024665-990000000-00184. [PMID: 38625019 DOI: 10.1097/cin.0000000000001132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024]
Abstract
Empathy is significant in nursing, and showing empathy toward a patient positively impacts a patient's health. Learning empathy through immersive simulations is effective. Immersion is an essential factor in virtual reality. This study aimed to describe nursing students' experiences of empathy in a virtual reality simulation game. Data were collected from nursing students (n = 20) from May 2021 to January 2022. Data collection included individual semistructured interviews; before the interviews, the virtual reality gaming procedure was conducted. Inductive content analysis was used. Nursing students experienced compassion and a feeling of concern in the virtual reality simulation game. Students were willing to help the virtual patient, and they recognized the virtual patient's emotions using methods such as listening and imagining. Students felt the need to improve the patient's condition, and they responded to the virtual patient's emotions with the help of nonverbal and verbal communication and helping methods. Empathy is possible to experience by playing virtual reality simulation games, but it demands technique practicing before entering the virtual reality simulation game.
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Affiliation(s)
- Katri Mattsson
- Author Affiliations: Department of Nursing Science, University of Turku Finland (Mrs Mattsson); Turku University of Applied Sciences Finland (Mrs Mattsson); Faculty of Social Sciences, Department of Health Sciences/Nursing Sciences, Tampere University Finland (Dr Haavisto); University of Turku Finland (Dr Haavisto); Häme University of Applied Sciences Finland (Dr Jumisko-Pyykkö); Faculty of Social Sciences/Health Sciences, Tampere University Finland (Dr Koivisto); and Faculty of Medicine, University of Helsinki Finland (Dr Koivisto)
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Liu Z, Zhang Q, Liu W. Perceptions and needs for a community nursing virtual simulation system for Chinese nursing students during the COVID-19 pandemic: A qualitative study. Heliyon 2024; 10:e28473. [PMID: 38590900 PMCID: PMC10999926 DOI: 10.1016/j.heliyon.2024.e28473] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 03/08/2024] [Accepted: 03/19/2024] [Indexed: 04/10/2024] Open
Abstract
Background Virtual simulation systems are being increasingly used in the field of nursing education. However, these systems are mostly designed based on the perspective of developers, and the needs of the end users are often neglected. The purpose of this study was to explore the perceptions and needs of Chinese undergraduate nursing students for the development of a community nursing virtual simulation system. Methods This was a descriptive qualitative study enrolling 12 undergraduate nursing students at a University in China. Data were collected through semi-structured interviews. The content analysis method was used for data analysis. Result Three themes and 15 sub-themes were extracted from this study: (1) Positive perceptions regarding virtual systems: a) Provides space for trials and errors, b) Not limited by time and space, c) Provides auxiliary tools; (2) Design and use requirements: a) Performance needs, b) Contents design needs, c) Appearance design needs, d) Support Needs; (3) Competency enhancement needs: a) Community nursing practice ability, b) Critical thinking ability, c) Independent thinking ability, d) Ability to deal with emergencies, e)Teamwork skills, f) Self-efficacy, g) Resilience, h)Interpersonal communication skills. Conclusion Designers and engineers should consider students' needs, aim to improve students' abilities, improve the diversity, the scientific and rigor of content, and enhance user immersion and interest. The system should be programmed to provide real-time feedback, timely technical and professional support, in order to optimize use experience of nursing students.
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Affiliation(s)
- Zhe Liu
- School of Nursing, Capital Medical University, Beijing, 100069, China
| | - Qianghuizi Zhang
- School of Nursing, Capital Medical University, Beijing, 100069, China
| | - Weiwei Liu
- School of Nursing, Capital Medical University, Beijing, 100069, China
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Biniok M, Forbrig TA, Gellert P, Gräske J. Analysis of cybersickness in virtual nursing simulation: a German longitudinal study. BMC Nurs 2024; 23:187. [PMID: 38509512 PMCID: PMC10953248 DOI: 10.1186/s12912-024-01833-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Accepted: 03/01/2024] [Indexed: 03/22/2024] Open
Abstract
BACKGROUND Innovative educational approaches such as simulation-based nursing education using virtual reality (VR) technologies provide new opportunities for nursing education. However, there is a lack of information on side effects, especially health-related side effects, of head-mounted displays (HMDs) on the human body when using VR devices for nursing simulation. This study aims to validate the German version of the Virtual Reality Sickness Questionnaire (VRSQ) and to evaluate its associations with sex and age, as reflected in the VRSQG scores (total score, oculomotor, and disorientation) over time. METHODS A longitudinal-sectional study was conducted. In addition to the VRSQG (pre-, post-, and 20 min post-intervention), participants (all nursing students) completed data on personal characteristics. Participants completed a VR simulation of a blood draw. Confirmatory factor analysis (CFA) was used to evaluate whether the measured construct was consistent with the original. In addition to the validity, internal consistency was analyzed and generalized linear models (GLMs) were used for data analysis. RESULTS A total of 38 nursing students (mean age 26.8 years; SD = 7.1, 79.0% female) participated. The mean time spent in the VR simulation was 21 min. All participants completed the entire simulation. The CFA indicates (CFI = 0.981, SRMR = 0.040) VRSQG structure is given. Internal consistency showed low values for the subdomain Oculomotor (Cronbach alpha 0.670). For Disorientation and the Total score values showed a sufficient internal consistency. GLMs showed significant between subject associations with age over time with VRSQG total score, oculomotor, and disorientation. Older nursing students start with higher VRSQG-Scores. Over time, an approximation occurs, so that all participants reach a similar level by the final measurement point. No associations were found between sex (male/female) and VRSQG scores. CONCLUSIONS The VRSQG is a reliable and valid self-assessment for measuring cybersickness in VR based nursing simulations, with cybersickness symptoms positively associated with age. However, in depth-evaluation regarding age-associations with cybersickness should be done. As well as studies to explore additional associations and emphasizes the importance of establishing cut-off values to assess the clinical relevance of the scores.
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Affiliation(s)
- Maria Biniok
- Department II - Health, Education and Pedagogy, Alice Salomon Hochschule Berlin University of Applied Science, Alice-Salomon-Platz 5, 12627, Berlin, Germany.
| | - Theresa A Forbrig
- Department II - Health, Education and Pedagogy, Alice Salomon Hochschule Berlin University of Applied Science, Alice-Salomon-Platz 5, 12627, Berlin, Germany
| | - Paul Gellert
- Institute of Medical Sociology and Rehabilitation Science, Charité- Universitätsmedizin Berlin, Berlin, Germany
| | - Johannes Gräske
- Department II - Health, Education and Pedagogy, Alice Salomon Hochschule Berlin University of Applied Science, Alice-Salomon-Platz 5, 12627, Berlin, Germany
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Vihos J, Chute A, Carlson S, Shah M, Buro K, Velupillai N. Virtual Reality Simulation in a Health Assessment Laboratory Course: A Mixed-methods Explanatory Study Examining Student Satisfaction and Self-confidence. Nurse Educ 2024:00006223-990000000-00428. [PMID: 38502593 DOI: 10.1097/nne.0000000000001635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2024]
Abstract
BACKGROUND The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. METHODS Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier's Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. RESULTS Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students' satisfaction and self-confidence. CONCLUSIONS VRS experiences are correlated with high student satisfaction and self-confidence.
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Affiliation(s)
- Jill Vihos
- Author Affiliations: Assistant Professor, Department of Professional Nursing and Allied Health (Dr Vihos), Assistant Professor, Department of Nursing Foundations (Ms Chute), Assistant Professor, Department of Nursing Practice, Faculty of Nursing (Ms Carlson), Professor, Department of Mathematics, Faculty of Arts and Science (Dr Buro), Research Assistant (Ms Velupillai), MacEwan University, Edmonton, Canada; and Learning Scientist (Dr Shah), Elsevier Inc, Pittsburg, Philadelphia
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16
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Phillips JM, Harper MG, Brecht ML, Li CY, DeVon HA. Effect of Virtual Reality Simulation Versus Traditional Education on Rates of Clostridium difficile Infection: An Experimental Cluster Randomized Controlled Trial and Return on Investment Analysis. J Contin Educ Nurs 2024:1-8. [PMID: 38466726 DOI: 10.3928/00220124-20240301-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/13/2024]
Abstract
BACKGROUND Virtual reality simulation (VRS) is an innovative modality in nursing professional development that has the potential to affect patient outcomes. METHOD An experimental cluster randomized controlled trial was performed with RNs on two inpatient units at a large academic health system. The purpose of this study was to evaluate the effect of VRS compared with traditional education on Clostridium difficile rates. Return on investment of nursing professional development activities was also measured to support decision-making and resource allocation. RESULTS Rates of C. difficile infection were significantly lower for both groups for the 3-month postintervention period compared with the 10-month period preintervention. Financial analysis showed a return on investment for both modalities, with VRS having higher yields over time. CONCLUSION Findings showed that VRS was an effective instructional method. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].
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Mavrogiorgou P, Böhme P, Kramer M, Vanscheidt S, Schoppa T, Hooge V, Lüdike N, Pfeiffer T, Juckel G. [Virtual reality in teaching using mentally ill patient avatars]. DER NERVENARZT 2024; 95:247-253. [PMID: 38277046 PMCID: PMC10914873 DOI: 10.1007/s00115-024-01610-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/14/2023] [Indexed: 01/27/2024]
Abstract
BACKGROUND Medical interaction and exploration techniques are the most important tools that medical students have to acquire in the subject of psychiatry and psychotherapy. The new digital technologies currently available, such as virtual reality (VR), as important supplements can contribute to a significant improvement in the teaching of psychiatric-psychopathological learning content as well as, in particular, the technique of ascertaining the psychiatric history and diagnosis. OBJECTIVE Evaluation of the Bochum Avatar Exploration Project (AVEX) as part of the curricular course in medical studies at the Ruhr University Bochum for its possibilities to convey learning content and techniques of anamnesis and diagnosis in the subject of psychiatry and psychotherapy. METHODS In AVEX, a total of 87 medical students in the clinical study section have so far been able to enter into a dialogue with "mentally ill" avatars and gain experience with VR technology as a learning and teaching method in the subject of psychiatry and psychotherapy. RESULTS Despite the limited possibilities for interaction with the digital avatars, it is possible to achieve a substantial transfer of learning content in psychiatry; however, the students must be well supported by the lecturers. CONCLUSION The AVEX project already shows promising possibilities for supplementing the teaching of medical students, even if the fit of questions and replies in dialogue with the virtual avatars still needs to be improved. As advances in the linguistic communication of emotions and the visual effects of the avatar representation can be predicted, the significance of this technology will continue to increase.
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Affiliation(s)
- Paraskevi Mavrogiorgou
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland
| | - Pierre Böhme
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland
| | - Marco Kramer
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland
| | - Simon Vanscheidt
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland
| | - Thomas Schoppa
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland
| | - Vitalij Hooge
- Raumtänzer GmbH, Nickelstr. 21, 33378, Rheda-Wiedenbrück, Deutschland
| | - Nico Lüdike
- Raumtänzer GmbH, Nickelstr. 21, 33378, Rheda-Wiedenbrück, Deutschland
| | - Thies Pfeiffer
- Raumtänzer GmbH, Nickelstr. 21, 33378, Rheda-Wiedenbrück, Deutschland
| | - Georg Juckel
- Klinik für Psychiatrie, Psychotherapie und Präventivmedizin, LWL-Universitätsklinikum, Ruhr Universität Bochum, Alexandrinenstr. 1-3, 44791, Bochum, Deutschland.
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Kim HJ, Oh J, Lee S. Effect of Virtual Game-Based Integrated Clinical Practice Simulation Program on Undergraduate Nursing Students' Attitude Toward Learning. Comput Inform Nurs 2024; 42:218-225. [PMID: 38261420 DOI: 10.1097/cin.0000000000001105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2024]
Abstract
Game-based virtual reality simulation programs can capitalize on the advantages of non-face-to-face education while effectively stimulating the interest of trainees and improving training efficiency. This study aimed to develop a game-based virtual reality simulation program for nervous system assessment and to evaluate the effects of the program on the learning attitudes of nursing students. Using a one-group pretest-posttest design, 41 senior nursing students were enrolled, and their learning attitudes (self-directed learning attitude, academic self-efficacy, flow-learning experience, and learning presence) were evaluated. The effect of the program was statistically significant in self-directed learning attitude ( t = -2.27, P = .027) and learning presence ( t = -3.07, P = .003), but the difference was not statistically significant in academic self-efficacy ( t = -1.97, P = .054) and learning flow ( t = -0.74, P = .459). The virtual gaming simulation program can be used to effectively replace field training in situations wherein field training is limited, such as during the COVID-19 pandemic.
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Affiliation(s)
- Hyun Jin Kim
- Author Affiliations: College of Nursing, Hanyang University, Seoul (Dr Kim); College of Nursing, Dankook University, Cheonan (Dr Oh); and College of Nursing, Gyeongsang National University, Jinju (Dr Lee), South Korea
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Bodur G, Turhan Z, Kucukkaya A, Goktas P. Assessing the virtual reality perspectives and self-directed learning skills of nursing students: A machine learning-enhanced approach. Nurse Educ Pract 2024; 75:103881. [PMID: 38271914 DOI: 10.1016/j.nepr.2024.103881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2023] [Revised: 12/02/2023] [Accepted: 01/08/2024] [Indexed: 01/27/2024]
Abstract
AIM This study aims to investigate nursing students' perspectives on virtual reality technologies and their self-directed learning skills, specifically focusing on how these variables interact and influence each other in the context of nursing education. We also discern potential disparities in these skills based on descriptive characteristics, using both traditional statistical and advanced machine learning approaches for a comprehensive analysis. BACKGROUND Rapid developments in technology, particularly during the Covid-19 pandemic, have brought virtual reality technologies to the forefront of nursing education. However, there is a gap in understanding how nursing students' perceptions of these technological relate to their development of self-directed learning skills. DESIGN A descriptive and cross-sectional study design is employed to both quantify nursing students' perspectives on virtual reality in their education and assess their self-directed learning skills. This approach integrates traditional statistical methods with advanced machine learning techniques, with the intention of offering a comprehensive and nuanced analysis to inform future teaching strategies in nursing. METHODS The study used a blend of survey scales and a tree-based machine learning model to measure and analyze nursing students' views, attitudes and self-directed learning levels. This dual approach allows for a more detailed assessment of the factors influencing self-directed learning abilities. Traditional statistical techniques were also applied to assess the reliability of the machine learning findings. RESULTS Findings reveal that nursing students generally held positive views towards virtual reality technologies and exhibited a high level of self-directed learning skills. Notable differences in self-directed learning skills were influenced by gender on the overall scale (p <0.001), with male students scoring higher than their female counterparts in both specific sub-dimensions and on the overall scale, but not by academic year. The machine learning analysis provided deeper insights into these variations, highlighting subtle distinctions in student demographics that traditional statistical methods did not fully capture. CONCLUSIONS The study offers valuable insights into interconnected nature of nursing students' views on virtual reality technologies and their self-directed learning skills. The results support the integration of virtual reality in nursing curriculum programs and underscore the importance of customizing teaching strategies based on insights gained from machine learning analyses. This approach has the potential to substantially improve both the learning experience and the overall quality of nursing education.
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Affiliation(s)
- Gonul Bodur
- Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing, Department of Nursing Education, Istanbul, Turkey.
| | - Zehra Turhan
- Istanbul Florence Nightingale Hospital, Istanbul, Turkey.
| | - Aycan Kucukkaya
- Hematology Department, Koc University Hospital, Istanbul, Turkey.
| | - Polat Goktas
- UCD School of Computer Science, University College Dublin, Belfield, Dublin, Ireland.
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Kim J, Shin H. Exploring the effects of extended reality head-mounted display nervous system assessment training for nursing students: A pilot feasibility study. NURSE EDUCATION TODAY 2024; 133:106089. [PMID: 38154214 DOI: 10.1016/j.nedt.2023.106089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Revised: 12/14/2023] [Accepted: 12/19/2023] [Indexed: 12/30/2023]
Abstract
BACKGROUND Health assessment is crucial for planning nursing interventions. Specifically, cerebrovascular diseases involve rapid neurological changes that necessitate precise hands-on assessment skills training. OBJECTIVES This study developed and implemented an extended reality head-mounted display (HMD) nervous system assessment training program for nursing students to identify the usability and effectiveness of the system by analyzing their experiences. DESIGN This was a mixed-methods study that combined the quantitative element of a one-group pre-post-test design with the qualitative element of qualitative content analysis. SETTING University in Korea. PARTICIPANTS The study involved 36 nursing students in their 4th year who completed classes in health assessments and adult nursing (nervous system). METHODS An extended reality nervous system assessment training program was developed using the National Institutes of Health Stroke Scale and limb strength assessment. The learners wore HMD and received training at their own pace. System usability, confidence in nervous system assessment, learning satisfaction, and performance ability were measured and analyzed using SPSS Windows software version 28.0. Descriptive data were used for qualitative content analysis of the training experience. RESULTS The usability of the extended-reality HMD nervous system assessment training received positive feedback and most participants (94.4 %) agreed with the system's consistency. Confidence in nervous system assessment significantly improved after the training (p < .001). After the training, learning satisfaction and performance ability were high. Furthermore, advantages of XR-based learning devices and positive learning were observed. Nonetheless, issues such as difficulties in operating the device, inconvenience, physical side effects of wearing the device, and technical limitations existed. CONCLUSIONS This study developed and implemented an extended-reality HMD nervous system assessment training program to confirm its feasibility. However, challenges regarding device utilization need to be resolved for its effective development as a learning tool.
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Affiliation(s)
- Jiyoung Kim
- Department of Nursing, Inha University, Incheon, 100 Inha-ro, Michuhol-gu, Incheon 22212, Republic of Korea.
| | - Hyunjung Shin
- Department of Nursing, Inha University, Incheon, 100 Inha-ro, Michuhol-gu, Incheon 22212, Republic of Korea
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21
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Chen PH, Ho HW, Chen HC, Tam KW, Liu JC, Lin LF. Virtual reality experiential learning improved undergraduate students' knowledge and evaluation skills relating to assistive technology for older adults and individuals with disabilities. BMC MEDICAL EDUCATION 2024; 24:101. [PMID: 38291422 PMCID: PMC10829230 DOI: 10.1186/s12909-024-05085-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2023] [Accepted: 01/23/2024] [Indexed: 02/01/2024]
Abstract
BACKGROUND The aging population has caused assistive technology (AT) to receive attention. Thus, ensuring accurate user comprehension of AT has become increasingly crucial, and more specialized education for students in relevant fields is necessary. The goal of this study was to explore the learning outcomes in the context of AT for older adults and individuals with disabilities through the use of VR experiential learning. METHODS A parallel-group design was used. Sixty third-year university students studying gerontology and long-term-care-related subjects in Taiwan were enrolled, with the experimental (VR) and control (two-dimensional [2D] video) groups each comprising 30 participants. Both groups received the same 15-minute lecture. Subsequently, the experimental group received experiential learning through a VR intervention, whereas the control group watched a 2D video to learn. The students' knowledge of AT was assessed using a pretest and posttest. Additionally, their skills in evaluation of residential environments were assessed using the Residential Environment Assessment (REA) Form for Older Adults. All data analyses were performed with SPSS version 22. RESULTS In the posttest conducted after the intervention, the experimental group exhibited a significant 20.67 point improvement (p < 0.05), whereas the control group only exhibited improvement of 3.67 points (p = 0.317). Furthermore, the experimental group demonstrated a significantly higher score (+ 2.17 points) on the REA Form for Older Adults than did the control group (p < 0.05). CONCLUSION VR experiential learning can significantly improve undergraduate students' knowledge and evaluation skills in relation to AT for older adults and individuals with disabilities.
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Affiliation(s)
- Peng-Hsu Chen
- School of Medicine, College of Medicine, Taipei Medical University, Taipei, 110, Taiwan
| | - Hsuan-Wei Ho
- School of Medicine, College of Medicine, Taipei Medical University, Taipei, 110, Taiwan
| | - Hung-Chou Chen
- Department of Physical Medicine and Rehabilitation, School of Medicine, College of Medicine, Taipei Medical University, Taipei, 110, Taiwan
- Department of Physical Medicine and Rehabilitation, Shuang Ho Hospital, Taipei Medical University, New Taipei City, 235, Taiwan
| | - Ka-Wai Tam
- Shared Decision Making Resource Center, Shuang Ho Hospital, Taipei Medical University, New Taipei City, 235, Taiwan
- Cochrane Taiwan, Taipei Medical University, Taipei, 110, Taiwan
- Division of General Surgery, Department of Surgery, Shuang Ho Hospital, Taipei Medical University, New Taipei City, 235, Taiwan
- Division of General Surgery, Department of Surgery, School of Medicine, College of Medicine, Taipei Medical University, Taipei, 110, Taiwan
| | - Ju-Chi Liu
- Division of Cardiology, Department of Internal Medicine, Shuang Ho Hospital, Taipei Medical University, New Taipei City, 235, Taiwan
- Taipei Heart Institute, Taipei Medical University, Taipei, 110, Taiwan
- Division of Cardiology, Department of Internal Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, 110, Taiwan
| | - Li-Fong Lin
- Department of Physical Medicine and Rehabilitation, Shuang Ho Hospital, Taipei Medical University, New Taipei City, 235, Taiwan.
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, 250 Wu-Hsing Street, Taipei, 110, Taiwan.
- Research Center for Artificial Intelligence in Medicine, Taipei Medical University, Taipei, 110, Taiwan.
- Neuroscience Research Center, Taipei Medical University, Taipei, 110, Taiwan.
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Cieslowski BJ, Craig S, Gummadi SD, Butler K. Prebrief Time for Immersive Virtual and Augmented Reality Simulation: An Integrative Review. Nurse Educ 2024; 49:E7-E11. [PMID: 37467148 DOI: 10.1097/nne.0000000000001477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2023]
Abstract
BACKGROUND Virtual reality and augmented technology are rapidly advancing and hold the potential to transform nursing education by offering a convenient, efficient, learner-centered way to educate students. A comprehensive and time-oriented prebrief is essential to the process. PURPOSE This review analyzes the status of scientific exploration regarding the prebrief and time allotments for virtual and augmented reality simulation. METHODS Whittemore and Knafl's 5-stage method guided this integrative review. The authors searched 6 databases and selected 7 articles based on inclusion criteria. RESULTS The findings from this review demonstrated objectives, a safe learning environment, orientation, preparation materials, and time in the prebrief; yet, inconsistencies persist in the virtual and augmented reality prebrief. CONCLUSIONS Defining a comprehensive and consistent prebrief is essential for high-quality simulation. A more standardized process, including time allotments, must be established for virtual and augmented reality.
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Affiliation(s)
- Bethany J Cieslowski
- Associate Professor (Dr Cieslowski) and Simulation Teaching Assistant (Ms Gummadi), George Mason University School of Nursing, Fairfax, Virginia; Associate Professor (Dr Craig), University of Virginia School of Nursing, Charlottesville; and Health Sciences Librarian (Ms Butler), Science & Technology Team, George Mason University, Fairfax, Virginia
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Andreasen EM, Berg H, Steinsbekk A, Høigaard R, Haraldstad K. The effect of using desktop VR to practice preoperative handovers with the ISBAR approach: a randomized controlled trial. BMC MEDICAL EDUCATION 2023; 23:983. [PMID: 38124094 PMCID: PMC10731819 DOI: 10.1186/s12909-023-04966-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Accepted: 12/11/2023] [Indexed: 12/23/2023]
Abstract
AIM The aim was to investigate whether second-year undergraduate nursing students practicing the Identification-Situation-Background-Assessment-Recommendation (ISBAR) communication approach in a desktop virtual reality (VR) application had a non-inferior learning outcome compared with the traditional paper-based method when sorting patient information correctly based on the ISBAR structure. METHODS A non-inferior parallel group assessor blinded randomized controlled trial, conducted in simulation sessions as part of preparation for clinical placements in March and April 2022. After a 20-minute introductory session, the participants were randomized to self-practice the ISBAR approach for 45 minutes in groups of three in either an interactive desktop VR application (intervention) or traditional paper-based (TP) simulation. The primary outcome concerned the proportion of nursing students who sorted all 11 statements of patient information in the correct ISBAR order within a time limit of 5 min. The predefined, one-sided, non-inferiority limit was 13 percentage points in favor of traditional paper-based simulation. RESULTS Of 210 eligible students, 175 (83%) participated and were allocated randomly to the VR (N = 87) or TP (N = 88) group. Practicing in the desktop VR application (36% of everything correct) was non-inferior to the traditional paper-based method (22% everything correct), with a difference of 14.2 percentage points (95% CI 0.7 to 27.1) in favor of VR. The VR group repeated the simulation 0.6 times more (95% CI 0.5 to 0.7). Twenty percent more (95% CI 6.9 to 31.6) of the students in the VR group reported liked how they practiced. All the other outcomes including the System Usability Scale indicated non-inferiority or were in favor of VR. CONCLUSIONS Self-practicing with the ISBAR approach in desktop VR was non-inferior to the traditional paper-based method and gave a superior learning outcome. TRIAL REGISTRATION NUMBER ISRCTN62680352 registered 30/05/2023.
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Affiliation(s)
- Eva Mari Andreasen
- Department of Health and Nursing Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.
| | - Helen Berg
- Department of Health Sciences, Norwegian University of Science and Technology, P.O. Box 1517, 6025, Ålesund, Norway
| | - Aslak Steinsbekk
- Department of Public Health and Nursing, Norwegian University of Science and Technology, P.O. Box 8900, 7491, Trondheim, Norway
| | - Rune Høigaard
- Department of Sport Science and Physical Education, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway
| | - Kristin Haraldstad
- Department of Health and Nursing Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway
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Heyn LG, Brembo EA, Byermoen KR, Cruaud C, Eide H, Flo J, Nordsteien A, Overgaard G, Egilsdottir HÖ. Exploring facilitation in virtual simulation in nursing education: A scoping review. PEC INNOVATION 2023; 3:100233. [PMID: 38033419 PMCID: PMC10687044 DOI: 10.1016/j.pecinn.2023.100233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 11/10/2023] [Accepted: 11/18/2023] [Indexed: 12/02/2023]
Abstract
Objective To systematically map existing research regarding the reflective feedback in virtual simulation in undergraduate nursing education. Methods A scoping review was conducted based on the Arksey and O'Malley framework and the PRISMA-ScR. Results We included 41 studies from 15 different countries. The simulation interventions allowed for interaction between the student and the virtual patient, the software, faculty, peers, or a combination of two or more of these. Students valued reflective feedback during and after the simulation. Conclusions Our review emphasizes the importance of a human in the loop. Feedback before, during, and after the simulation is possible in virtual simulation where the facilitator can pause the virtual scenario and stimulate reflections during the simulation to obtain deep learning. Virtual simulation provides opportunities to give feedback from the software, such as cues or direct feedback. Innovation There is a lack of focus on the feedback process and there is a need to revitalize the role of facilitators in a virtual simulation to determine their relative contribution in this process. Several studies reported the usefulness or the effect of virtual simulation on learning processes, but most lacked emphasis on investigating the significance of including a human in the loop.
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Affiliation(s)
- Lena Günterberg Heyn
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Espen Andreas Brembo
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Kirsten Røland Byermoen
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Caroline Cruaud
- Unit for Digitalisation and Education, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Hilde Eide
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Jill Flo
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Anita Nordsteien
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Grith Overgaard
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Hugrun Ösp Egilsdottir
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
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Barros Padilha DXD, Veiga NJ, Mello-Moura ACV, Nunes Correia P. Virtual reality and behaviour management in paediatric dentistry: a systematic review. BMC Oral Health 2023; 23:995. [PMID: 38087294 PMCID: PMC10717698 DOI: 10.1186/s12903-023-03595-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 10/29/2023] [Indexed: 12/18/2023] Open
Abstract
BACKGROUND Virtual reality (VR) has emerged as an innovative tool in medicine and dentistry, improving anxiety and pain management in children. The immersive and interactive environments of VR technology facilitate positive engagement of young patients during dental procedures via distraction, potentially reducing anxiety levels and improving treatment experience. The aim of this review was to provide current evidence-based guidance on the usage of VR in the clinical practice of paediatric dentistry. METHODS A systematic review was conducted according to the PRISMA guidelines with the following research question using the PICO format: Does VR (I) effectively manage anxiety and pain (O) during a paediatric dental consultation (P) compared to alternative behavioural control techniques (C)? PubMed/Medline®, SCOPUS and Web of Science databases were searched and analysed. RESULTS A total of 22 randomised control trials were included in this review. These studies have shown that VR is a highly effective method of behaviour management, successfully alleviating pain and anxiety in children during dental treatment, surpassing traditional tools. Selected studies included participants with a large age range and dental procedures varied greatly, from first consultations to infiltration of local anaesthetic and other invasive procedures. VR was mostly used during treatment delivery and different immersive VR techniques were considered. Behaviour, anxiety and pain scales were used to determine efficacy and patient satisfaction. CONCLUSIONS VR offers an engaging and immersive experience, effectively diverting patients' attention away from the clinical environment, fostering a positive and enjoyable treatment experience. However, it is important to acknowledge the limitations of existing studies and the need for further research to enhance the understanding of VR's full potential in paediatric dentistry.
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Grants
- UIDB/04279/2020. This work is financially supported by National Funds through FCT - Fundação para a Ciência e a Tecnologia, I.P., under the project
- UIDB/04279/2020. This work is financially supported by National Funds through FCT - Fundação para a Ciência e a Tecnologia, I.P., under the project
- UIDB/04279/2020. This work is financially supported by National Funds through FCT - Fundação para a Ciência e a Tecnologia, I.P., under the project
- UIDB/04279/2020. This work is financially supported by National Funds through FCT - Fundação para a Ciência e a Tecnologia, I.P., under the project
- This work is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P., under the project
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Affiliation(s)
| | - Nélio Jorge Veiga
- Faculty of Dental Medicine, Universidade Católica Portuguesa, 3504-505, Viseu, Portugal
- Centre for Interdisciplinary Research in Health (CIIS), Universidade Católica Portuguesa, 3504-505, Viseu, Portugal
| | - Anna Carolina Volpi Mello-Moura
- Faculty of Dental Medicine, Universidade Católica Portuguesa, 3504-505, Viseu, Portugal
- Centre for Interdisciplinary Research in Health (CIIS), Universidade Católica Portuguesa, 3504-505, Viseu, Portugal
| | - Patrícia Nunes Correia
- Faculty of Dental Medicine, Universidade Católica Portuguesa, 3504-505, Viseu, Portugal.
- Centre for Interdisciplinary Research in Health (CIIS), Universidade Católica Portuguesa, 3504-505, Viseu, Portugal.
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Lee E, Baek G. Development and Effects of a Virtual Reality Simulation Nursing Education Program Combined With Clinical Practice Based on an Information Processing Model. Comput Inform Nurs 2023; 41:1016-1025. [PMID: 37647622 DOI: 10.1097/cin.0000000000001051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
The need to strengthen patient human rights and create a patient-centered healthcare environment is growing. Also as science and technology develop, new educational methods using virtual reality in nursing education are emerging. This study aimed to develop a virtual reality simulation nursing education program related to postoperative patient nursing based on an information processing model and to verify its effectiveness. Clinical practice-linked virtual reality simulation nursing education was conducted for a total of 4 weeks. Nursing students were divided into an experimental group (n = 22) experiencing virtual reality simulation combined with clinical practice and a control group (n = 22) having routine clinical practice. The analytical results of this study indicated that the information processing model-based virtual reality simulation nursing education program was effective in improving nursing students' performance confidence and clinical decision-making ability. Therefore, the virtual reality simulation program developed in this study can provide basic data for the development of a simulation curriculum in the future and can contribute to the development of clinical competency as a professional nurse by improving the performance confidence and clinical decision-making ability of nursing students.
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Affiliation(s)
- Eunju Lee
- Author Affiliation: College of Nursing, Keimyung University (Drs Lee and Baek), Daegu, Republic of Korea
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García-Pazo P, Pol-Castañeda S, Moreno-Mulet C, Pomar-Forteza A, Carrero-Planells A. Virtual reality and critical care education in nursing: A cross-sectional study. NURSE EDUCATION TODAY 2023; 131:105971. [PMID: 37717425 DOI: 10.1016/j.nedt.2023.105971] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 07/13/2023] [Accepted: 09/11/2023] [Indexed: 09/19/2023]
Abstract
BACKGROUND The nursing care of a critically ill patient in the intensive care unit requires specific training. Virtual reality can facilitate the nursing assessment of critically ill patients. OBJECTIVE To evaluate the utility of virtual reality as a tool for teaching nursing assessment of critically ill patients. DESIGN This is a cross-sectional study. SETTING University of the Balearic Islands (Spain) during the 2022 academic year. PARTICIPANTS Third-year nursing students. METHODS A specific environment was designed for virtual reality immersion using a BNEXT head-mounted display. Data were collected using three questionnaires: perception of self-efficacy regarding skill-acquisition in the nursing care process; immersivity; utility and tool satisfaction. RESULTS A total of 111 undergraduated nursing students responded, 86.8 % of whom had no previous intensive care units experience. They rated the virtual reality experience positively for learning the nursing care process, emphasising the need for skin and mucosal hygiene, patient mobilisation and family care, as well as an understanding of the therapeutic technology required. A total of 67.6 % felt as though they were physically present. They reported a high degree of acceptance and satisfaction. CONCLUSIONS Virtual reality has facilitated the exposure of students to an unfamiliar environment such as the intensive care units, proving to be useful, satisfying, and motivating in teaching the nursing care process.
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Affiliation(s)
- Patricia García-Pazo
- Department of Nursing and Physiotherapy, University of the Balearic Islands, 07122 Palma, Spain; Development and Psychopathology Research Group (DEVPSY), Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
| | - Sandra Pol-Castañeda
- Department of Nursing and Physiotherapy, University of the Balearic Islands, 07122 Palma, Spain; Hospital Universitari Son Llàtzer, Balearic Islands Health Service, 07198 Palma, Spain; Care, Chronicity, and Health Evidences Research Group, Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
| | - Cristina Moreno-Mulet
- Department of Nursing and Physiotherapy, University of the Balearic Islands, 07122 Palma, Spain; Care, Chronicity, and Health Evidences Research Group, Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
| | - Antonio Pomar-Forteza
- Department of Nursing and Physiotherapy, University of the Balearic Islands, 07122 Palma, Spain; Camp Redó Primary Health Care Center, Balearic Islands Health Service, 07010 Palma, Spain.
| | - Alba Carrero-Planells
- Department of Nursing and Physiotherapy, University of the Balearic Islands, 07122 Palma, Spain; Care, Chronicity, and Health Evidences Research Group, Health Research Institute of the Balearic Islands (IdISBa), 07010 Palma, Spain.
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Zhu H, Xu J, Wang P, Liu H, Chen T, Zhao Z, Ji L. The status of virtual simulation experiments in medical education in China: based on the national virtual simulation experiment teaching Center (iLAB-X). MEDICAL EDUCATION ONLINE 2023; 28:2272387. [PMID: 37883485 PMCID: PMC10984652 DOI: 10.1080/10872981.2023.2272387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 10/13/2023] [Indexed: 10/28/2023]
Abstract
BACKGROUND Virtual simulation experiments have been rapidly applied to medical education curricula in recent years. China constructed a national virtual simulation experimental teaching center (iLAB-X), and this platform covered almost all of the virtual simulation experiment curricula of domestic colleges or universities. We aimed to comprehensively assess the characteristics and usages of virtual simulation experiments in medical education based on iLAB-X. METHODS A total of 480 virtual simulation experiment courses had been constructed on iLAB-X (https://www.ilab-x.com/) by December 20, 2022, and the curriculum level, type and design were all searched in this platform. We also conducted an evaluation of curriculum usage and online tests, including the page view, frequency of participation, number of participants, duration of experimental learning and passing rate of the experimental test. RESULTS The national and provincial high-quality virtual simulation experiment curricula accounted for 33.5% (161/480) and 35.8% (172/480), respectively. The curricula were mainly set as basic practice experiments (46.5%) and synthetic designing experiments (48.8%). Significantly, forensic medicine (100%), public health and preventive medicine (83%) and basic medical sciences (66%) focused on synthetic design experiments. In terms of usage experiments, the average duration of experimental learning was 25 minutes per course, and the average number of participants was just 1257. The average passing (score ≥60) rate of online tests was 80.6%, but the average rate of score ≥ 85 was only 58.5%. In particular, the average page views, the number of participants, the duration of learning and the test passing rate of clinical medicine were relatively low. CONCLUSIONS The curriculum design features, construction level and utilization rate varied in different medical majors. Virtual simulation experiments are particularly underutilized in clinical medicine. There is a long way for virtual simulation experiments to go to become a supplement or alternative for traditional medical education in the future.
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Affiliation(s)
- Hui Zhu
- Department of Internal Medicine, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Jin Xu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
- Zhejiang Key Laboratory of Pathophysiology, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Penghao Wang
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Hongyi Liu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Tao Chen
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Zhijia Zhao
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Lindan Ji
- Zhejiang Key Laboratory of Pathophysiology, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
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Evans AJ, Russo CM, Tovar MA, Liu A, Conley SP. Physiologic Fidelity as a Domain in Assessing Mixed Reality Trauma Simulation. Mil Med 2023; 188:3322-3329. [PMID: 35994047 DOI: 10.1093/milmed/usac244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 07/11/2022] [Accepted: 08/02/2022] [Indexed: 11/14/2022] Open
Abstract
INTRODUCTION Mixed reality has been used in trauma and emergency medicine simulation for more than a decade. As mixed reality potential in trauma simulation continues to expand, so too does the need to validate it as a surrogate for real-life emergency scenarios. Validation of these simulations can occur by measuring fidelity, or the degree to which a computing system can reproduce real-world experiences. After performing a literature review, we determined that most fidelity assessments of trauma and emergency simulations focus on how the user subjectively experiences the simulation. Although subjective user assessment is an important component of determining fidelity, we pose an introductory three-part framework that may assess mixed reality trauma simulation more adequately. MATERIALS AND METHODS A literature review was conducted using Google Scholar, PubMed, and the Uniformed Services University PowerER search database. Relevant articles were assessed to identify how studies measured fidelity in trauma simulation. We then designed the three-part framework to aid researchers in assessing the fidelity of mixed reality trauma simulations. RESULTS The domains we determined to best assess mixed reality emergency simulation are as follows:1. Continue assessing fidelity via subjective user assessments. This allows the researcher to know how real the simulation looked and felt to the user based on their individual report.2. Determine whether the trauma simulation changes the medical decision-making capacity of the user. If the user's decision-making capacity changes with a stress-inducing trauma simulation versus a non-stress-inducing simulation, then the stress-inducing trauma environment would be approaching greater fidelity.3. Study the domain of our newly proposed concept: physiologic fidelity. We define physiologic fidelity as the degree to which the simulation elicits a measurable, autonomic response independent of observed emotion or perceived affect. Recreating objective autonomic arousal may be the best way to ensure a trauma simulation reaches fidelity. CONCLUSION We propose a methodology to assess mixed reality trauma simulation fidelity. Once fidelity is more fully known to the researcher and the simulation user, adjustments can be made to approach reality more closely. Improved simulators may enrich the preparedness of both junior and senior learners for real-life emergencies. We believe assessing the three domains using the Wide Area Virtual Experience at the Val G. Hemming simulation center in Bethesda, MD, will validate mixed reality-trauma simulators as invaluable surrogates for real-life emergency scenarios and ultimately contribute to improved clinical outcomes for clinicians and their patients.
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Affiliation(s)
- Andrew J Evans
- School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
| | - Christopher M Russo
- Department of Anesthesiology, Walter Reed National Military Medical Center, Bethesda, MD 20814, USA
| | - Matthew A Tovar
- School of Medicine and Health Sciences, George Washington University, Washington, DC 20052, USA
| | - Alan Liu
- Virtual Medical Environments Laboratory, Val G. Hemming Simulation Center, Silver Spring, MD 20910, USA
| | - Sean P Conley
- Department of Military & Emergency Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD 20814, USA
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Uslu-Sahan F, Bilgin A, Ozdemir L. Effectiveness of Virtual Reality Simulation Among BSN Students: A Meta-analysis of Randomized Controlled Trials. Comput Inform Nurs 2023; 41:921-929. [PMID: 37607725 DOI: 10.1097/cin.0000000000001059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/24/2023]
Abstract
This study aimed to evaluate the effect of virtual reality simulation in nursing education in five domains: knowledge, skill performance, self-confidence, self-efficacy, and satisfaction. Randomized controlled trials were obtained from the databases SCOPUS, Web of Science, PubMed, and EBSCO from inception until September 2021. The standardized mean differences with 95% confidence intervals were determined for the main variables, and heterogeneity was analyzed using the I2 test. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Checklist was used. Meta-analysis was performed using the Stata 15.0 software. Among the 2074 records identified, 18 trials were included. The meta-analysis of these trials indicated that virtual reality simulation caused a significant improvement in knowledge with a moderate effect, skill performance with a moderate effect, and satisfaction with a moderate effect compared with the control group. However, virtual reality simulation did not significantly influence self-confidence and self-efficiency. The findings of this study suggested that virtual reality simulation might significantly benefit knowledge, skill performance, and satisfaction but not self-confidence and self-efficiency. Further well-designed randomized controlled trials with a larger sample size are recommended to confirm these findings.
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Affiliation(s)
- Fatma Uslu-Sahan
- Author Affiliations: Departments of Obstetrics and Gynecologic Nursing (Dr Uslu-Sahan) and Internal Medicine Nursing (Dr Ozdemir), Faculty of Nursing, Hacettepe University, Ankara; and Department of Nursing, Faculty of Health Sciences, Sakarya University of Applied Sciences (Dr Bilgin), Turkey
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Helle N, Vikman MD, Dahl-Michelsen T, Lie SS. Health Care and Social Work Students' Experiences With a Virtual Reality Simulation Learning Activity: Qualitative Study. JMIR MEDICAL EDUCATION 2023; 9:e49372. [PMID: 37728988 PMCID: PMC10551784 DOI: 10.2196/49372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 08/09/2023] [Accepted: 08/29/2023] [Indexed: 09/22/2023]
Abstract
BACKGROUND Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students' experiences with such a learning activity. OBJECTIVE The aim of this study was to explore occupational therapy, social education, nursing, and social work students' experiences with virtual reality simulation as a learning activity in an interdisciplinary subject. METHODS The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke. RESULTS The analysis revealed 3 overall themes for students' experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students' experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students' learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity. CONCLUSIONS Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.
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Affiliation(s)
- Nikolina Helle
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
| | - Miriam Dubland Vikman
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
| | - Tone Dahl-Michelsen
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Bergen, Norway
| | - Silje Stangeland Lie
- Institute of Health, Faculty of Health Sciences, VID Specialized University, Stavanger, Norway
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Ma CW, Cheng PS, Chan YS, Tipoe GL. Virtual reality: a technology to promote active learning of physiology for students across multiple disciplines. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:594-603. [PMID: 37382503 DOI: 10.1152/advan.00172.2022] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 06/27/2023] [Accepted: 06/28/2023] [Indexed: 06/30/2023]
Abstract
The usefulness of virtual reality (VR) technology in physiology education is largely unexplored. Although VR has the potential to enrich learning experience by enhancing the spatial awareness of students, it is unclear whether VR contributes to active learning of physiology. In the present study, we used a mixed-method research approach to investigate students' perceptions of physiology learning based on VR simulations. Quantitative and qualitative data indicate that the implementation of VR learning environments improves the quality of physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. In the Technology-Enabled Active Learning Inventory, which consisted of 20 questions to which students responded along a 7-point Likert scale, the majority of students agreed that VR learning of physiology not only stimulated their curiosity (77%; P < 0.001) but also allowed them to obtain knowledge through diverse formats (76%; P < 0.001), participate in thought-provoking dialogue (72%; P < 0.001), and interact better with peers (72%; P < 0.001). Positive responses in the social, cognitive, behavioral, and evaluative domains of active learning were received from students across different disciplines, including medicine, Chinese medicine, biomedical sciences, and biomedical engineering. Their written feedback showed that VR enhanced their interest in physiology and facilitated the visualization of physiological processes to improve their learning. Overall, this study supports that the integration of VR technology into physiology courses can be an effective teaching strategy.NEW & NOTEWORTHY Virtual reality (VR) improves physiology education by promoting active learning in terms of interactive engagement, interest, problem-solving skills, and feedback. Positive responses toward multiple components of active learning were received from students across different disciplines. The majority of students agreed that VR learning of physiology not only stimulated their curiosity but also allowed them to obtain knowledge through diverse formats, participate in thought-provoking dialogue, and interact better with peers.
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Affiliation(s)
- Chun-Wai Ma
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Pui-Sum Cheng
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - Ying-Shing Chan
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
| | - George Lim Tipoe
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China
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Song M, Moon JE, Jang A. Text Network Analysis of Research Topics and Trends on Simulations Using Virtual Patients in Nursing Education. Comput Inform Nurs 2023; 41:639-646. [PMID: 36634228 DOI: 10.1097/cin.0000000000000993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Simulations using virtual patients have been utilized as an effective method in nursing education. However, keyword network analyses and topic modeling on simulations using virtual patients in nursing education have not yet been performed. In this study, 213 articles were retrieved from online research article databases. Abstracts from these articles were extracted, and network analysis was conducted using NetMiner version 4.3 (Cyram Inc, Seongnam, South Korea). Based on the study's analysis, scenario, communication, system, assessment, person, disaster, and management were identified as the keywords with high centrality values. Therefore, they were determined to be influential in the network. After topic modeling, 10 topics were derived as dementia care competency, pain assessment, airway placement management, operating procedure, presence and satisfaction, communication and attitude improvement, platform world, disaster response, game and video usability, and system for confidence. The identified trends in this study will help grasp the trends and insight to guide future research directions on simulations using virtual patients in nursing education.
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Affiliation(s)
- Miok Song
- Author Affiliations: Department of Nursing, Nambu University (Drs Song and Jang); and Department of Nursing, Honam University (Dr Moon), Gwangju, Republic of Korea
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Lau ST, Siah RCJ, Dzakirin Bin Rusli K, Loh WL, Yap JYG, Ang E, Lim FP, Liaw SY. Design and Evaluation of Using Head-Mounted Virtual Reality for Learning Clinical Procedures: Mixed Methods Study. JMIR Serious Games 2023; 11:e46398. [PMID: 37647108 PMCID: PMC10500353 DOI: 10.2196/46398] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 06/19/2023] [Accepted: 07/19/2023] [Indexed: 02/24/2023] Open
Abstract
BACKGROUND The capacity of health care professionals to perform clinical procedures safely and competently is crucial as it will directly impact patients' outcomes. Given the ability of head-mounted virtual reality to simulate the authentic clinical environment, this platform should be suitable for nurses to refine their clinical skills for knowledge and skills acquisition. However, research on head-mounted virtual reality in learning clinical procedures is limited. OBJECTIVE The objectives of this study were (1) to describe the design of a head-mounted virtual reality system and evaluate it for education on clinical procedures for nursing students and (2) to explore the experience of nursing students using head-mounted virtual reality for learning clinical procedures and the usability of the system. METHODS This usability study used a mixed method approach. The stages included developing 3D models of the necessary instruments and materials used in intravenous therapy and subcutaneous injection procedures performed by nurses, followed by developing the procedures using the Unreal Engine (Epic Games). Questionnaires on the perception of continuance intention and the System Usability Scale were used along with open-ended questions. RESULTS Twenty-nine nursing students took part in this questionnaire study after experiencing the immersive virtual reality (IVR) intervention. Participants reported largely favorable game perception and learning experience. Mean perception scores ranged from 3.21 to 4.38 of a maximum score of 5, while the mean system usability score was 53.53 of 100. The majority found that the IVR experience was engaging, and they were immersed in the game. The challenges encountered included unfamiliarity with the new learning format; technological constraints, such as using hand controllers; and physical discomfort. CONCLUSIONS The conception of IVR for learning clinical procedures through deliberate practice to enhance nurses' knowledge and skills is promising. However, refinement of the prototypes is required to improve user experience and learning. Future research can explore other ways to use IVR for better education and health care purposes.
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Affiliation(s)
- Siew Tiang Lau
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Rosalind Chiew Jiat Siah
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Khairul Dzakirin Bin Rusli
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Wen Liang Loh
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - John Yin Gwee Yap
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Emily Ang
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Fui Ping Lim
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Sok Ying Liaw
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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Hoffman JL, Wu TY, Argeros G. An Innovative Community Health Nursing Virtual Reality Experience: A Mixed Methods Study. Creat Nurs 2023; 29:303-310. [PMID: 37919936 DOI: 10.1177/10784535231211700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2023]
Abstract
Background: Virtual reality (VR) simulation in nursing education, especially about non-acute care including community health, is an emerging learning strategy; more research is needed about its effectiveness. Purpose: This study aimed to evaluate the effectiveness of an innovative community health nursing VR simulation on prelicensure students' knowledge about social determinants of health and cultural competence, with a goal of enhancing students' preparation for practice. Methods: In a convergent mixed methods study, 100 prelicensure nursing students in a community health nursing course at a Midwestern U.S., urban, public university completed a pretest, a VR simulation, a posttest, and an evaluation. Pre- and posttests containing content questions adapted from leading community health nursing text faculty resources were used to assess learning, and the Simulation Effectiveness Tool-Modified (SET-M) was used to assess perceived effectiveness of the intervention. Results: The majority of participants' posttest scores were higher than their pretest scores. Most participants strongly agreed that the VR simulation was effective, and reported on new knowledge/skills learned, material found most helpful, and benefit to their nursing practice. Conclusions: The community health nursing VR simulation was effective at increasing participants' knowledge and their confidence in their knowledge and abilities.
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Ji F, Zhang X, Zhao S, Fang Q. Virtual reality: a promising instrument to promote sail education. Front Psychol 2023; 14:1185415. [PMID: 37564315 PMCID: PMC10410853 DOI: 10.3389/fpsyg.2023.1185415] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Accepted: 07/12/2023] [Indexed: 08/12/2023] Open
Abstract
Sailing has gained an increasing attention among children and adolescents in China, which raised a strong need for sail courses through physical education (PE). However, challenges in teaching practice arise with rapid development of the sport. In the current study, we proposed a perspective that virtual reality (VR) technology makes high-quality sail education accessible for students. Critical analysis summarized the prominent features that enhance sail education, including immersive experience, interactive learning, the first-person view, and practice under well-controlled conditions. Further, research on VR sport training indicated successful transfer from virtual environment to real situation. Specifically, significant improvement in skill performance and tactical behaviors were identified, which was attributed to the enhanced perception-action coupling after VR training. Additionally, VR-based coding programs provide students with affordances of designing the virtual environment. The content design education promotes comprehension and application of knowledge and theories when students develop the simulated environment with a high level of presence. Therefore, VR technology is a promising instrument to meet the increasing demand on sail education. While VR enriches educational resources for a large class size, the interdisciplinary feature of VR-based sail course can attract students with different study interests and backgrounds to the class.
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Affiliation(s)
- Fa Ji
- School of Physical Education, Qingdao University, Qingdao, China
- Development Center for Water Sports, Qingdao University, Qingdao, China
| | - Xingjian Zhang
- School of Physical Education, Qingdao University, Qingdao, China
| | - Shan Zhao
- School of Physical Education, Qingdao University, Qingdao, China
| | - Qun Fang
- School of Physical Education, Qingdao University, Qingdao, China
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Plotzky C, Loessl B, Kuhnert B, Friedrich N, Kugler C, König P, Kunze C. My hands are running away - learning a complex nursing skill via virtual reality simulation: a randomised mixed methods study. BMC Nurs 2023; 22:222. [PMID: 37370124 DOI: 10.1186/s12912-023-01384-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Accepted: 06/16/2023] [Indexed: 06/29/2023] Open
Abstract
BACKGROUND Clinical skills training is an essential component of nursing education. However, sometimes education does not sufficiently prepare nurses for the real world. Virtual reality (VR) is an innovative method to complement existing learning strategies, yet few studies investigate its effectiveness. This study compared educational outcomes achieved by three groups learning with either of two different VR simulation variants, with varying technological features, or a video training on the endotracheal suctioning skill. METHODS The investigated outcomes were knowledge and skill acquisition, learner satisfaction, and technology acceptance. 131 undergraduate nursing students were randomised into three groups, based on the interventions they received. Knowledge was assessed through a pre-post-test design, skill through a post-intervention objective structured clinical examination on a manikin, learning satisfaction and technology acceptance through standardised questionnaires, and qualitative feedback through focus groups. RESULTS All interventions led to a significant knowledge acquisition, with no significant difference between the groups. The video intervention group performed significantly better than the VR groups in skill demonstration. One of the two VR intervention groups had a significantly higher learner satisfaction than the video group. Technology acceptance was high for both VR groups, with the simpler VR simulation resulting in higher technology acceptance than the one with more experimental features. Students described the VR experience as realistic, interactive, and immersive, and saw the opportunity to practise skills in a safe environment, learn from mistakes, and increase knowledge and confidence. CONCLUSIONS For the development of VR trainings, we recommend keeping them simple and targeting a specific educational outcome since trying to optimise for multiple outcomes is resource intensive and hard to achieve. Psychomotor skills were easier for participants to learn by watching a video on the procedure rather than practically learning it with the VR hardware, which is a more abstract representation of reality. We therefore recommend using VR as a complementing resource to skills labs, rather than replacing existing learning strategies. Perhaps VR is not ideal for practising practical psychomotor skills at the moment, but it can increase knowledge, satisfaction, motivation, confidence and prepare for further practical training. TRIAL REGISTRATION Not applicable.
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Affiliation(s)
- Christian Plotzky
- Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen University, Furtwangen, Germany.
| | - Barbara Loessl
- Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen University, Furtwangen, Germany
- College of Science, Health, Engineering and Education (SHEE), Discipline of Nursing, Murdoch University, Perth, Australia
| | - Barbara Kuhnert
- Faculty of Medicine, Institute of Nursing Science, University of Freiburg, Freiburg, Germany
| | - Nina Friedrich
- Faculty of Medicine, Institute of Nursing Science, University of Freiburg, Freiburg, Germany
| | - Christiane Kugler
- Faculty of Medicine, Institute of Nursing Science, University of Freiburg, Freiburg, Germany
| | - Peter König
- Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen University, Furtwangen, Germany
| | - Christophe Kunze
- Faculty Health, Safety, Society, Care & Technology Lab, Furtwangen University, Furtwangen, Germany
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Maloca PM, Zarranz-Ventura J, Valmaggia P, Faludi B, Zelechowski M, Tufail A, Zentai NZ, Scholl HPN, Cattin PC. Validation of collaborative cyberspace virtual reality oculometry enhanced with near real-time spatial audio. Sci Rep 2023; 13:10076. [PMID: 37344554 DOI: 10.1038/s41598-023-37267-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2023] [Accepted: 06/19/2023] [Indexed: 06/23/2023] Open
Abstract
Currently, most medical image data, such as optical coherence tomography (OCT) images, are displayed in two dimensions on a computer screen. Advances in computer information technology have contributed to the growing storage of these data in electronic form. However, the data are usually processed only locally on site. To overcome such hurdles, a cyberspace virtual reality (csVR) application was validated, in which interactive OCT data were presented simultaneously to geographically distant sites (Lucerne, London, and Barcelona) where three graders independently measured the ocular csVR OCT diameters. A total of 109 objects were measured, each three times, resulting in a total of 327 csVR measurements. A minor mean absolute difference of 5.3 µm was found among the 3 measurements of an object (standard deviation 4.2 µm, coefficient of variation 0.3% with respect to the mean object size). Despite the 5 h of online work, csVR was well tolerated and safe. Digital high-resolution OCT data can be remotely and collaboratively processed in csVR. With csVR, measurements and actions enhanced with spatial audio communication can be made consistently in near real time, even if the users are situated geographically far apart. The proposed visuo-auditory framework has the potential to further boost the convenience of digital medicine toward csVR precision and collaborative medicine.
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Affiliation(s)
- Peter M Maloca
- Institute of Molecular and Clinical Ophthalmology Basel (IOB), 4031, Basel, Switzerland.
- Department of Ophthalmology, University Hospital Basel, 4031, Basel, Switzerland.
- Moorfields Eye Hospital NHS Foundation Trust, London, EC1V 2PD, UK.
| | | | - Philippe Valmaggia
- Institute of Molecular and Clinical Ophthalmology Basel (IOB), 4031, Basel, Switzerland
- Department of Ophthalmology, University Hospital Basel, 4031, Basel, Switzerland
- Moorfields Eye Hospital NHS Foundation Trust, London, EC1V 2PD, UK
| | - Balázs Faludi
- Centre for Medical Image Analysis & Navigation, University of Basel, 4123, Allschwil-Basel, Switzerland
| | - Marek Zelechowski
- Centre for Medical Image Analysis & Navigation, University of Basel, 4123, Allschwil-Basel, Switzerland
| | - Adnan Tufail
- Moorfields Eye Hospital NHS Foundation Trust, London, EC1V 2PD, UK
| | - Norbert Z Zentai
- Centre for Medical Image Analysis & Navigation, University of Basel, 4123, Allschwil-Basel, Switzerland
| | - Hendrik P N Scholl
- Institute of Molecular and Clinical Ophthalmology Basel (IOB), 4031, Basel, Switzerland
- Department of Ophthalmology, University Hospital Basel, 4031, Basel, Switzerland
| | - Philippe C Cattin
- Centre for Medical Image Analysis & Navigation, University of Basel, 4123, Allschwil-Basel, Switzerland
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Jans C, Bogossian F, Andersen P, Levett-Jones T. Examining the impact of virtual reality on clinical decision making - An integrative review. NURSE EDUCATION TODAY 2023; 125:105767. [PMID: 36906980 DOI: 10.1016/j.nedt.2023.105767] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 02/01/2023] [Accepted: 02/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Clinical decision making is an essential cognitive skill in nursing. It is a process undertaken daily by nurses as they make judgements about patient care and manage complex issues as they arise. Virtual reality is an emerging technology that is increasingly being used pedagogically to teach non-technical skills including CDM, communication, situational awareness, stress management, leadership, and teamwork. OBJECTIVE The objective of this integrative review are to synthesise the research findings regarding the impact of virtual reality on clinical decision making in undergraduate nurses. DESIGN An integrative review using Whittemore and Knafl's framework for integrated reviews. DATA SOURCES An extensive search was conducted of healthcare databases including CINAHL, Medline and Web of Science between 2010 and 2021 using the terms virtual reality, clinical decision and undergraduate nursing. REVIEW METHODS The initial search located 98 articles. After screening and checking for eligibility, 70 articles were critically reviewed. Eighteen studies were included in the review and were critically appraised using the Critical Appraisal Skills Program checklist for qualitative papers and McMaster's Critical appraisal form for quantitative papers. RESULTS Research in the use of VR has demonstrated its potential to improve undergraduate nurses' critical thinking, clinical reasoning, clinical judgement and clinical decision-making skills. Students perceive these teaching modalities to be beneficial to the development of their clinical decision-making ability. There is lack of research related to the use of immersive virtual reality in developing and enhancing undergraduate nursing students' clinical decision-making skills. CONCLUSION Current research on the impact of virtual reality on the development of nursing CDM has demonstrated positive results. VR is one pedagogical approach that could further assist, however, there are no identified studies that focus on its impact in developing CDM, therefore further studies are required to address this gap in the literature.
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Affiliation(s)
- Carley Jans
- School of Nursing, University of Wollongong, Faculty of Science, Medicine and Health, Australia.
| | - Fiona Bogossian
- School of Health, University of the Sunshine Coast, 1 Moreton Parade, Petrie QLD, 4502, Australia.
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Private Bag 3036, Waikato Mail Centre, Hamilton 3240, New Zealand.
| | - Tracy Levett-Jones
- School of Nursing & Midwifery, University of Technology Sydney, Faculty of Health, 235 Jones St, Ultimo, NSW 2007, Australia.
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Lønne TF, Karlsen HR, Langvik E, Saksvik-Lehouillier I. The effect of immersion on sense of presence and affect when experiencing an educational scenario in virtual reality: A randomized controlled study. Heliyon 2023; 9:e17196. [PMID: 37360072 PMCID: PMC10285157 DOI: 10.1016/j.heliyon.2023.e17196] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 04/19/2023] [Accepted: 06/09/2023] [Indexed: 06/28/2023] Open
Abstract
Virtual reality (VR) technology has been used to learn skills for decades. While no standardized measure exists for learning outcomes in VR training, commonly explored outcomes are immersion, sense of presence and emotions. Methods In this paper, the objective was to investigate these outcomes in two VR conditions, immersive and desktop in a randomized controlled trial with a parallel design. The sample consisted of 134 university students (70 women, mean age 23 years, SD = 2.99). These were randomized using a covariate-adaptive randomization procedure based on stratification by gender into two interventions; play out a VR scenario in either desktop (control group) or immersive VR (intervention group). The setting was a university lab. Results There was a significant within subject effect for positive affect and a significant between-group effect for the immersive compared to desktop VR groups. Positive affect was reduced after interacting with the VR scenario in both the immersive and desktop versions, however, positive affect was overall higher in the immersive, compared to the desktop version. The results show higher scores for sense of presence (d = 0.90, p < 0.001) and positive affect pre- and post-scenario in the immersive VR condition (d = 0.42, p = 0.017 and d = 0.54, p = 0.002) compared to the desktop condition. Conclusion Immersive VR may be beneficial in higher education as it promotes high levels of sense of presence as well as positive emotions. When it comes to changing the immediate emotions of the students, type of VR does not seem to matter. The project was funded by the Norwegian Directorate for Higher Education and Skills.
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Dix S, Rawson H, Russo P, Team V, Griffiths D, Morphet J. Practical infection control training for Victoria's aged care workforce at the time of COVID-19 pandemic: a community case study. Front Public Health 2023; 11:1155980. [PMID: 37304118 PMCID: PMC10248151 DOI: 10.3389/fpubh.2023.1155980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 05/05/2023] [Indexed: 06/13/2023] Open
Abstract
The need to improve career development and training for residential aged care workers in Australia to achieve required essential competencies, including infection prevention and control competencies, has been repeatedly highlighted. In Australia long-term care settings for older adults are known as residential aged care facilities (RACFs). The COVID-19 pandemic has brought to light the lack of preparedness of the aged care sector to respond to emergencies, and the urgent need to improve the infection prevention and control training in residential aged care facilities. The government in the Australian State of Victoria allocated funds to support older Australians in RACFs, including funds toward infection prevention and control training of RACF staff. The School of Nursing and Midwifery at Monash University addressed some of these challenges in delivering an education program on effective infection prevention and control practices to the RACF workforce in Victoria, Australia. This was the largest state-funded program delivered to RACF workers to date in the State of Victoria. The aim of this paper is to provide a community case study, where we share our experience of program planning and implementation during early stages of the COVID-19 pandemic and lessons learned.
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Pedram S, Kennedy G, Sanzone S. Toward the validation of VR-HMDs for medical education: a systematic literature review. VIRTUAL REALITY 2023; 27:1-26. [PMID: 37360815 PMCID: PMC10182357 DOI: 10.1007/s10055-023-00802-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 04/24/2023] [Indexed: 06/28/2023]
Abstract
The latest technological advancements in the domain of virtual reality (VR) have created new opportunities to use VR as a training platform for medical students and practitioners more broadly. Despite the growing interest in the use of VR as a training tool, a commonly identified gap in VR-training for medical education is the confidence in the long-term validity of the applications. A systematic literature review was undertaken to explore the extent of VR (in particular head-mounted displays) applications for medical training with an additional focus on validation measures. The papers included in this review discussed empirical case studies of specific applications; however, these were mostly concerned with human-computer interaction and were polarized between demonstrating that a conceptual technology solution was feasible for simulation or looked at specific areas of VR usability with little discussion on validation measures for long-term training effectiveness and outcomes. The review uncovered a wide range of ad hoc applications and studies in terms of technology vendors, environments, tasks, envisaged users and effectiveness of learning outcomes. This presents decision-making challenges for those seeking to adopt, implement and embed such systems in teaching practice. The authors of this paper then take a wider socio-technical systems perspective to understand how the holistic training system can be engineered and validated effectively as fit for purpose, through distillation of a generic set of requirements from the literature review to aid design specification and implementation, and to drive more informed and traceable validation of these types of systems. In this review, we have identified 92 requirement statements in 11 key areas against which a VR-HMD training system could be validated; these were grouped into design considerations, learning mechanisms and implementation considerations.
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Affiliation(s)
- Shiva Pedram
- SMART Infrastructure Facility, Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, Australia
| | - Grace Kennedy
- SMART Infrastructure Facility, Faculty of Engineering and Information Sciences, University of Wollongong, Wollongong, Australia
| | - Sal Sanzone
- Faculty of Science, Medicine and Health, School of Medicine, University of Wollongong, Wollongong, Australia
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Lau ST, Liaw SY, Loh WL, Schmidt LT, Yap J, Lim FP, Ang E, Jiat C, Siah R. Mid-career switch nursing students' perceptions and experiences of using immersive virtual reality for clinical skills learning: A mixed methods study. NURSE EDUCATION TODAY 2023; 124:105760. [PMID: 36857881 DOI: 10.1016/j.nedt.2023.105760] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 12/25/2022] [Accepted: 02/19/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There has been an increase of mid-career professionals joining nursing. These adult students possess significant expertise in other areas and may benefit substantially in deliberate practice to acquire skills competency using immersive virtual reality (IVR) for clinical procedures before they practise in actual clinical settings. OBJECTIVES This study aims to (1) examine the impact of IVR clinical procedures on mid-career switch students in knowledge, game perception and user reaction; (2) to explore the mid-career switch students' perceptions and experiences in using the IVR clinical procedures. DESIGN A mixed methods feasibility study was used. SETTING AND PARTICIPANTS This study was conducted at a university in Singapore with 34 first-year mid-career switch students. METHODS This study is a single-group pre-test and post-test experimental study on learning clinical procedures using IVR in the home setting. The study took place from September to November 2021. Focus group discussions were conducted and analysed verbatim using thematic analysis. RESULTS The students demonstrated significant improvement of knowledge for subcutaneous insulin, but overall, the increase in combined scores for both intravenous therapy and subcutaneous insulin were not statistically significant. Three overarching themes included: 1) Learning and practice, 2) Challenges and barriers, and 3) Personal attributes. Most of the participants found the experiences to be engaging, relevant, and satisfying. Some reported experiencing giddiness, headache, and lack of familiarity with technologies. CONCLUSIONS IVR simulation can potentially be used as a supplementary learning tool to improve knowledge of clinical procedures in mid-career switch students.
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Affiliation(s)
- Siew Tiang Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wen Liang Loh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Laura Tham Schmidt
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - John Yap
- Application Architecture and Technology, National University of Singapore, Singapore.
| | - Fui Ping Lim
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Chiew Jiat
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Rosalind Siah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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De Gagne JC, Randall PS, Rushton S, Park HK, Cho E, Yamane SS, Jung D. The Use of Metaverse in Nursing Education: An Umbrella Review. Nurse Educ 2023; 48:E73-E78. [PMID: 36450277 DOI: 10.1097/nne.0000000000001327] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022]
Abstract
BACKGROUND Given the wide range of metaverse technologies, there is a need to synthesize evidence of metaverse pedagogy used effectively for nursing education. PURPOSE This umbrella review synthesized systematic reviews on the use of metaverse in nursing education. METHODS A search was performed in MEDLINE, EMBASE, CINAHL, Web of Science, and Education Full Text. This umbrella review was conducted with reference to the Joanna Briggs Institute (JBI) Reviewer's Manual and reported using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The JBI Critical Appraisal Checklist for Systematic Review was used to assess the quality of studies. RESULTS The final review comprised 15 articles published between 2013 and 2021, most of which indicate that metaverse interventions support increased knowledge, self-confidence, engagement, satisfaction, and performance in nursing students. Several articles in this review presented mixed findings related to certain learning outcomes. CONCLUSION This umbrella review supports the viability and effectiveness of metaverse in nursing education.
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Affiliation(s)
- Jennie C De Gagne
- Professor (Dr De Gagne), PhD student (Ms Randall), and Assistant Professor (Dr Rushton), School of Nursing, Duke University, Durham, North Carolina; Assistant Professor (Dr Park), College of Nursing, University of Massachusetts Amherst; Assistant Professor (Dr Cho), Connell School of Nursing, Boston College, Chestnut Hill, Massachusetts; Clinical Associate Professor (Dr Yamane), School of Nursing, University of North Carolina, Greensboro; and Professor (Dr Jung), College of Nursing, Ewha Womans University, Seoul, South Korea
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Lee E, Baek G, Hwang Y. Effectiveness of the Patient's Severity Classification Competency Promotion Virtual Reality Program of Nursing Students during the COVID-19 Pandemic Period. Healthcare (Basel) 2023; 11:healthcare11081122. [PMID: 37107957 PMCID: PMC10137825 DOI: 10.3390/healthcare11081122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 03/31/2023] [Accepted: 04/11/2023] [Indexed: 04/29/2023] Open
Abstract
The purpose of this study was to develop a virtual reality-based nursing education program aimed at improving nursing students' severity classification competency. Severity classification in the emergency room is key to improving the efficiency of emergency room services worldwide. Prioritizing treatment based on correctly identifying the severity of a disease or an injury also ensures patients' safety. The five actual clinical scenarios in the program helped to promptly classify patients into five clinical situations based on the 2021 Korean Emergency Patient Classification Tool. Seventeen nursing students were in an experimental group that had access to a virtual reality-based simulation combined with clinical practice. Seventeen nursing students were in a control group that only participated in routine clinical practice. The virtual reality-based nursing education program effectively improved students' severity classification competency, performance confidence, and clinical decision-making ability. Although the pandemic continues, the virtual reality-based nursing education program provides realistic indirect experiences to nursing students in situations where clinical nursing practice is not possible. In particular, it will serve as basic data for the expansion and utilization strategy of virtual reality-based nursing education programs to improve nursing capabilities.
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Affiliation(s)
- Eunju Lee
- Nursing College, Keimyung University, Daegu 42601, Republic of Korea
| | - Gyuli Baek
- Nursing College, Keimyung University, Daegu 42601, Republic of Korea
| | - Yeonhui Hwang
- Nursing College, Keimyung University, Daegu 42601, Republic of Korea
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The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
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An Immersive Virtual Reality Simulation for Cross-Cultural Communication Skills: Development and Feasibility. Clin Simul Nurs 2023. [DOI: 10.1016/j.ecns.2023.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2023]
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Lie SS, Røykenes K, Sæheim A, Groven KS. Developing a Virtual Reality Educational Tool to Stimulate Emotions for Learning: Focus Group Study. JMIR Form Res 2023; 7:e41829. [PMID: 36939819 PMCID: PMC10131669 DOI: 10.2196/41829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Revised: 01/04/2023] [Accepted: 02/16/2023] [Indexed: 03/21/2023] Open
Abstract
BACKGROUND By watching 360° videos in virtual reality headsets, students may experience being immersed in the portrayed situation. There is a paucity of empirical studies on the application of immersive 360° videos watched in virtual reality headsets for students in health care and social work education and the pedagogical theory guiding the development of such educational tools. This led to our interest in exploring how a virtual reality educational tool involving 360° videos can stimulate emotions and how this can be used as a pedagogical tool in these educational programs. OBJECTIVE The aim of this study was to explore the experiences of faculty members and students regarding a prototype 360° video watched in virtual reality headsets during the development phase of an educational project. We addressed the following research questions: How does the virtual reality prototype stimulate emotions? How can virtual reality be used in higher education for health care and social work students? METHODS We used a qualitative design and collected data through focus group interviews with project participants. The data were analyzed using qualitative content analysis. RESULTS Our analysis identified 2 main themes in participants' experiences with the virtual reality prototype. The first theme highlights that when participants experienced watching the 360° video in a virtual reality headset, it stimulated their emotions as an authentic professional experience would. The second theme, contextualization of virtual reality, highlights participants' perceptions of how the virtual reality experience should be incorporated into a safe educational context. CONCLUSIONS Our findings suggest that 360° videos with human actors who use eye contact with the camera can trigger emotions in the viewer and therefore serve as a pedagogic tool that can create authentic professional experiences for students. The participants expressed the view that the virtual reality educational tool could be used to prepare students for real-life practice in health care and social work. However, they underlined that 360° videos in virtual reality need to be contextualized in educational programs to create a safe environment for learning and to ensure follow-up on the emotions such experiences can trigger in students. Our results highlight the perceived importance of allowing students to reflect on the virtual reality experience in a safe setting and of follow-up by faculty members. In-person follow-up with students can be resource intensive for programs with large numbers of students and makes it challenging to offer repeated training, something that has been identified as one of the benefits of virtual reality.
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Affiliation(s)
| | - Kari Røykenes
- Faculty of Health Studies, VID Specialized University, Bergen, Norway
| | - Aleksandra Sæheim
- Faculty of Social Sciences, VID Specialized University, Oslo, Norway
- Section for teaching and learning, Østfold University College, Fredrikstad, Norway
| | - Karen Synne Groven
- Faculty of Health Studies, VID Specialized University, Stavanger, Norway
- Faculty of Health, Oslo Metropolitan University, Oslo, Norway
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Thomson H. Immersive virtual reality to promote leadership among health professions students. J Med Imaging Radiat Sci 2023; 54:28-34. [PMID: 36470839 DOI: 10.1016/j.jmir.2022.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 10/14/2022] [Accepted: 11/08/2022] [Indexed: 12/03/2022]
Affiliation(s)
- Heather Thomson
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, ON, Canada.
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Pardue KT, Holt K, Dunbar DM, Baugh N. Exploring the Development of Nursing Clinical Judgment Among Students Using Virtual Reality Simulation. Nurse Educ 2023; 48:71-75. [PMID: 36332204 DOI: 10.1097/nne.0000000000001318] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
BACKGROUND Virtual reality simulation (VRS) is an emerging pedagogy in nursing education. PURPOSE The purpose of this qualitative exploratory study was 2-fold: to determine nursing students' learning experiences when engaged in VRS, and to explore learners' problem-solving/clinical reasoning approach after participation in a VRS clinical scenario. This article reports student descriptions of clinical reasoning/clinical judgment when considering their VRS experience. METHODS Qualitative description provided a methodological orientation for the study. Widely accepted frameworks for nursing clinical judgment provided a theoretical basis. RESULTS Focus group participant narratives reveal evidence about nursing clinical judgment when applied to established descriptions and phases. CONCLUSION Study findings suggest that VRS experiences promote development of nursing clinical judgment among students.
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Affiliation(s)
- Karen T Pardue
- Provost and Senior Vice President of Academic Affairs and Professor of Nursing (Dr Pardue), Associate Clinical Professor of Nursing (Ms Holt and Dr Baugh), and Clinical Professor and Director of Clinical Simulation (Ms Dunbar), University of New England, Biddeford/Portland, Maine
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