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Reid L, Button D, Brommeyer M. Challenging the Myth of the Digital Native: A Narrative Review. NURSING REPORTS 2023; 13:573-600. [PMID: 37092480 PMCID: PMC10123718 DOI: 10.3390/nursrep13020052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 03/15/2023] [Accepted: 03/16/2023] [Indexed: 04/09/2023] Open
Abstract
Background and Aims: Nurses are increasingly engaging with digital technologies to enhance safe, evidence-based patient care. Digital literacy is now considered a foundational skill and an integral requirement for lifelong learning, and includes the ability to search efficiently, critique information and recognise the inherent risk of bias in information sources. However, at many universities, digital literacy is assumed. In part, this can be linked to the concept of the Digital Native, a term first coined in 2001 by the US author Marc Prensky to describe young people born after 1980 who have been surrounded by mobile phones, computers, and other digital devices their entire lives. The objective of this paper is to explore the concept of the Digital Native and how it influences undergraduate nursing education. Materials and Methods: A pragmatic approach was used for this narrative review, working forward from Prensky’s definition of the Digital Native and backward from contemporary sources of information extracted from published health, education and nursing literature. Results: The findings from this narrative review will inform further understanding of digital literacy beliefs and how these beliefs influence undergraduate nursing education. Recommendations for enhancing the digital literacy of undergraduate nursing students are also discussed. Conclusions: Digital literacy is an essential requirement for undergraduate nursing students and nurses and is linked with safe, evidence-based patient care. The myth of the Digital Native negates the reality that exposure to digital technologies does not equate digital literacy and has resulted in deficits in nursing education programs. Digital literacy skills should be a part of undergraduate nursing curricula, and National Nursing Digital Literacy competencies for entry into practice as a Registered Nurse should be developed and contextualised to individual jurisdictions.
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Affiliation(s)
- Lisa Reid
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Didy Button
- College of Nursing and Health Sciences, Flinders University, Adelaide 5042, Australia
- Flinders Digital Health Research Centre, Flinders University, Adelaide 5042, Australia
| | - Mark Brommeyer
- College of Business, Government and Law, Flinders University, Adelaide 5042, Australia
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville 4811, Australia
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Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students. Int J Dent 2022; 2022:7749638. [DOI: 10.1155/2022/7749638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2022] [Revised: 10/25/2022] [Accepted: 10/26/2022] [Indexed: 11/17/2022] Open
Abstract
This pilot study aimed to investigate the effectiveness of a flipped classroom for undergraduate students in dentistry. The main objective was to compare the knowledge level of students before and after lectures and practice. All second-year dental students (n = 44) at Witten/Herdecke University participated in this pilot study. They took four knowledge assessments, i.e., T0: the baseline, T2a: after the online lecture (two weeks after T0), T2b: immediately after the face-to-face session, and T3: after the practical session (three weeks after T2). The students’ satisfaction and self-assessment of their abilities were determined immediately after the practical session in an anonymous online questionnaire using LimeSurvey. To assess the level of knowledge, we used the Friedman and Wilcoxon-signed-rank tests with the Bonferroni correction to analyze the correct answer by comparing the results from different sessions. The students’ satisfaction and self-assessment of their abilities were determined descriptively, presenting the mean and standard deviation. A significance level of
≤ 0.05 was applied. Data from thirty-nine students regarding the level of knowledge were analyzed. There were statistically significant differences in the level of knowledge of the students at different times (
= 0.001). A total of 19.5% of students reported a problem with the flipped classroom method, and 80.5% reported no problem with this educational method. Ninety-four percent of students would like further flipped classrooms in dental education. Within the limitations of this pilot study, the results suggest that dental students benefit from the flipped classroom method and that this mode of education can be effective in introducing caries diagnosis education for undergraduate students.
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Büssing A, Zupanic M, Ehlers JP, Taetz-Harrer A. Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester-Cross-Sectional Data from Three Recruitment Waves in Germany. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11098. [PMID: 36078813 PMCID: PMC9518079 DOI: 10.3390/ijerph191711098] [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: 08/04/2022] [Revised: 08/29/2022] [Accepted: 08/30/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Because of the COVID-19 pandemic, students had to interrupt their regular studies, and universities changed their teaching formats. The aim of this study was to analyze medical students' stress perception, wellbeing, life and work satisfaction, and cool down reactions, and to compare the survey data of online and hybrid semesters with pre-pandemic education formats in-person. METHODS Cross-sectional surveys at three time points enrolling 1061 medical students (58% women; 24.4 ± 3.4 years); 30.8% from pre-pandemic formats in-person, 22.8% from pandemic online semesters, and 46.1% from pandemic hybrid semesters. RESULTS Both students' stress perception and psychological wellbeing decreased during the pandemic semesters. Their satisfaction with the university support was at its lowest during the hybrid semesters. Regression analyses indicated that students' stress perception can be explained only to some extent by their general dissatisfaction with their medical studies or teaching formats. CONCLUSIONS The lockdowns affected students in more ways than simply their teaching formats. Students require individual support to adjust to difficult situations, and particularly medical students in their preclinical phase compared to students in their clinical phases. These are challenges for the medical education system, which must find ways to be prepared for future times of crisis and insecurity.
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Affiliation(s)
- Arndt Büssing
- Quality of Life, Spirituality and Coping, Faculty of Health, Witten/Herdecke University, 58313 Herdecke, Germany
| | - Michaela Zupanic
- Interprofessional and Collaborative Didactics in Medical and Health Professions, Witten/Herdecke University, 58455 Witten, Germany
| | - Jan P. Ehlers
- Didactics and Educational Research in Health Care, Witten/Herdecke University, 58455 Witten, Germany
| | - Angelika Taetz-Harrer
- Didactics and Educational Research in Health Care, Witten/Herdecke University, 58455 Witten, Germany
- Office of Student Affairs in Human Medicine, Witten/Herdecke University, 58455 Witten, Germany
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Social Media in Health Studies: A Systematic Review of Comparative Learning Methods. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19042205. [PMID: 35206401 PMCID: PMC8871930 DOI: 10.3390/ijerph19042205] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Revised: 02/10/2022] [Accepted: 02/11/2022] [Indexed: 02/01/2023]
Abstract
Learning modifications particularly increased due to the SARS-CoV-2 pandemic, which made it necessary to offer distance health education for many months. Social media allows students to have interactive activities such as discussing specific subjects or sharing data with each other, and also to have interactions with their teachers and tutors. So, we aimed to compare the effects of the use of social media on knowledge, skills and perceptions in health students compared to other methods. We performed a systematic review on PubMed, ScienceDirect and Embase about comparative learning methods using social media. The search followed PRISMA guidelines, and the quality assessment of the studies was performed using the Medical Education Research Quality instrument (MERSQI). Eight studies were analyzed including 1014 participants. Mean age ranged from 19.9 to 23.4 years, and 70% were females. About 54.4% of the participants were medical students and 20.9% were dental students. The mean MERSQI was 11.7 ± 2.6. Various subjects were included-anatomy, cultural competences, sterile surgical techniques, radiology, arthrocentesis, medical pathologies and cariology. As far as knowledge evaluation was concerned, we found that the use of social media may have had a positive effect from a short-term point of view but results concerning skills were less consistent across studies. Students usually had a positive perception of the use of social media as a complementary method but not as a complete alternative so it is not excluded that this effect might result from an increase in working time. The impact on patient care should also be assessed in future studies.
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Chang TY, Hsu ML, Kwon JS, Kusdhany MFS, Hong G. Effect of online learning for dental education in asia during the pandemic of COVID-19. J Dent Sci 2021; 16:1095-1101. [PMID: 34484575 PMCID: PMC8403877 DOI: 10.1016/j.jds.2021.06.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 06/15/2021] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND/PURPOSE Online learning has been utilized in the world to continue educational activities in dentistry, which was severely affected by the pandemic of coronavirus disease 2019 (COVID-19). The purpose of this study was aimed to evaluate the effect of online learning during the pandemic of COVID-19 in different dental schools of different countries in Asia by the questionnaire survey. MATERIALS AND METHODS Mantel-Haenszel chi-square tests were used to analyze the difference between dental schools with and without shutdown. A questionnaire-based online survey was used to evaluate the online learning effect on undergraduate students in 13 dental schools of 7 Asia countries and regions. RESULTS For the question that blended learning class has better learning efficiency, the agreement rate was significantly higher in the students (80.3%) from the dental schools that did not suspend face-to-face education activities than in the students (50.3%) from the dental school that was shut down. CONCLUSION Within the limitation of this study, it is concluded that a combination of physical and online classes in terms of blended learning courses will be the future trend for dental education.
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Affiliation(s)
- Tsai-Yu Chang
- School of Dentistry, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Ming-Lun Hsu
- School of Dentistry, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Jae-Sung Kwon
- Yonsei University College of Dentistry, Seoul, Republic of Korea
| | | | - Guang Hong
- Graduate School of Dentistry, Tohoku University, Sendai, Japan
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Patano A, Cirulli N, Beretta M, Plantamura P, Inchingolo AD, Inchingolo AM, Bordea IR, Malcangi G, Marinelli G, Scarano A, Lorusso F, Inchingolo F, Dipalma G. Education Technology in Orthodontics and Paediatric Dentistry during the COVID-19 Pandemic: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18116056. [PMID: 34199882 PMCID: PMC8200064 DOI: 10.3390/ijerph18116056] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Revised: 05/27/2021] [Accepted: 06/02/2021] [Indexed: 12/14/2022]
Abstract
Over the last decade, medical education changed from traditional teaching methods to telematic and networking scholar and e-learning approach. The objective of the present systematic review was to evaluate the effectiveness and teachers/student's acceptability of e-learning applied to the field of orthodontics and paediatric dentistry. A database search of the literature was conducted on PubMed and Embase databases from January 2005 to May 2021. A total of 172 articles were identified by the electronic search, while a total of 32 papers were selected for qualitative analysis. Overall, 19 articles investigated the effectiveness of e-learning, and no difference of acceptability was reported between e-learning and traditional methods for a wide part of the articles selected. A total of 25 papers provided a satisfaction questionnaire for learners and all were positive in their attitude towards e-learning. The results showed that e-learning is an effective method of instruction, complementing the traditional teaching methods, and learners had a positive attitude and perception. The evidence of the present study reported a high level of acceptability and knowledge level of e-learning techniques, compared to frontal lecture methods, in the fields of orthodontics and paediatric dentistry.
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Affiliation(s)
- Assunta Patano
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Nunzio Cirulli
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
- Private Practice in Bari, 70121 Bari, Italy
| | - Matteo Beretta
- Digital Dentistry, Private in Varese, 21100 Varese, Italy;
| | - Paola Plantamura
- Department of Computer Science, University of Bari “Aldo Moro”, 70121 Bari, Italy;
| | - Alessio Danilo Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Angelo Michele Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Ioana Roxana Bordea
- Department of Oral Rehabilitation, Faculty of Dentistry, Iuliu Hațieganu University of Medicine and Pharmacy, 400012 Cluj-Napoca, Romania
- Correspondence: (I.R.B.); (G.M.); (F.L.); Tel.: +40-7-4491-9319 (I.R.B); +39-34-0334-8500 (G.M.); +39-32-8213-2586 (F.L.)
| | - Giuseppina Malcangi
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
- Correspondence: (I.R.B.); (G.M.); (F.L.); Tel.: +40-7-4491-9319 (I.R.B); +39-34-0334-8500 (G.M.); +39-32-8213-2586 (F.L.)
| | - Grazia Marinelli
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Antonio Scarano
- Department of Innovative Technologies in Medicine and Dentistry, University of Chieti-Pescara, 66100 Chieti, Italy;
| | - Felice Lorusso
- Department of Innovative Technologies in Medicine and Dentistry, University of Chieti-Pescara, 66100 Chieti, Italy;
- Correspondence: (I.R.B.); (G.M.); (F.L.); Tel.: +40-7-4491-9319 (I.R.B); +39-34-0334-8500 (G.M.); +39-32-8213-2586 (F.L.)
| | - Francesco Inchingolo
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
| | - Gianna Dipalma
- Department of Interdisciplinary Medicine, University of Bari “Aldo Moro”, 70124 Bari, Italy; (A.P.); (N.C.); (A.D.I.); (A.M.I.); (G.M.); (F.I.); (G.D.)
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Alghamdi S, Bawageeh D, Alkhaibari H, Almutairi A, Aljuhani S. Media use and behavioral disorders among Saudi Arabian children. BELITUNG NURSING JOURNAL 2021; 7:31-36. [PMID: 37469794 PMCID: PMC10353598 DOI: 10.33546/bnj.1294] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2020] [Revised: 01/19/2021] [Accepted: 02/05/2021] [Indexed: 07/21/2023] Open
Abstract
Background Despite children's frequent use of electronic devices, there is a lack of evidence showing how such media use influences their behavior. Objective This study was to assess the relationship between media use and behavior among a sample of children aged three to 11 years. Methods This was a descriptive cross-sectional study. An electronic self-administered questionnaire was completed from January 2020 to March 2020 by a convenience sample of 234 parents with healthy children in the target age group. Descriptive statistics and One-Way Analysis of Variance (ANOVA) were used for data analysis. Results There was no significant difference in children's behavior according to the type of media [F(3, 230) = 1.673, p = 0.174]. In contrast, there was a significant difference in children's behavior according to hours per day of media use [F(4, 229) = 2.701, p = 0.031]. The most commonly used mobile device was the smartphone (n = 87, 37.2%). More than a quarter of the children spent three hours a day using media. Conclusions This study offers insight into associations between children's frequent media use and their behavior. The results suggest that the significant factor associated with behavioral problems is not the type of media but the time spent using it. Nurses are encouraged to use these findings in developing educational programs that raise awareness among parents and children regarding the consequences of excessive media use.
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Affiliation(s)
- Salmah Alghamdi
- Maternity and Child Health Department, Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Duaa Bawageeh
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Hessa Alkhaibari
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Amwaj Almutairi
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Shoug Aljuhani
- Faculty of Nursing, King Abdulaziz University, Jeddah, Saudi Arabia
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Rajeh MT, Sembawa SN, Nassar AA, Al Hebshi SA, Aboalshamat KT, Badri MK. Social media as a learning tool: Dental students' perspectives. J Dent Educ 2020; 85:513-520. [PMID: 33219515 DOI: 10.1002/jdd.12478] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2020] [Revised: 09/29/2020] [Accepted: 10/23/2020] [Indexed: 12/24/2022]
Abstract
OBJECTIVES This study explored the perceptions of dental students in Saudi Arabia for implementing social media as an educational tool. METHODS A cross-sectional survey was conducted among dental students in 3 governmental dental schools in the western region of Saudi Arabia. A validated questionnaire was used to explore social media use and student perceptions on the advantages and disadvantages of implementing social media in dental education. Descriptive statistics and Pearson's' χ2 , Kruskal-Wallis, and Fishers' exact tests were used for data analysis. RESULTS The survey included 1034 students from third to sixth year and dental interns. WhatsApp was the most used social media platform (97.5%), followed by Snapchat (90.5%), Twitter (85.2%), and Instagram (83.4%). Social media was used for entertainment (81.4%), dental learning (70.8%), searching for general information (63.3%), exchanging general ideas (63.1%), and community general discussion (55.8%). The predominant advantages of using social media in learning were assistance in gaining more information on different subjects, making education more engaging, affording a better chance to access new resources, improving the ability for creativity and innovation, and improving research skills. In contrast, the predominant disadvantages were distraction from studying, increasing addictive potential, increased time spent, and concerns over no direct contact with the instructors. CONCLUSION The present findings suggest that students report social media can be a valuable learning tool in dental education if appropriately used. A proper understanding of social media and its usefulness in supporting learning can benefit both students and faculty members.
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Affiliation(s)
- Mona T Rajeh
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Shahinaz N Sembawa
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Afnan A Nassar
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | | | - Khalid T Aboalshamat
- Dental Public Health Division, Preventative Dentistry Department, College of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Mohammed K Badri
- Department of Pedodontics & Orthodontics, College of Dentistry, Taibah University, Madinah, Saudi Arabia
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Lange AK, Koch J, Beck A, Neugebauer T, Watzema F, Wrona KJ, Dockweiler C. Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model. JMIR Nurs 2020; 3:e20249. [PMID: 34345791 PMCID: PMC8279447 DOI: 10.2196/20249] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 07/16/2020] [Accepted: 08/12/2020] [Indexed: 02/06/2023] Open
Abstract
Background Digital games–based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter.
The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant’s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity.
Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies.
As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful.
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Affiliation(s)
| | - Jana Koch
- University of Bielefeld Bielefeld Germany
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