Nursing Education Through Virtual Reality: Bridging the Gap

2022 ◽  
pp. 1-5
Author(s):  
M. Mohan
Keyword(s):  
Virtual Reality ◽  
Nursing Education

scholarly journals Development and Effects of a Nursing Education Program Using Virtual Reality for Enhancing Clinical Decision-Making Ability in Respiratory Disease Nursing Care

2021 ◽  
Vol 28 (4) ◽  
pp. 458-469
Author(s):  
Eun Ju Lee ◽  
Min Jung Ryu
Keyword(s):  
Decision Making ◽  
Virtual Reality ◽  
Nursing Education ◽  
Respiratory Disease ◽  
Nursing Care ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Control Group ◽  
Simulation Education ◽  
Experimental Group

Purpose: This study was conducted to develop and examine the effects of a nursing education program using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care by assessing students’ confidence in performance, clinical decision-making ability, practice flow, class evaluations, and simulation design evaluations.Methods: This study was developed based on the Jeffries simulation model and 5E learning cycle model, blending a virtual reality simulation and high-fidelity simulation. The participants were 41 third-year nursing students with no virtual reality and simulation education experience. The experimental group (n=21) received the virtual reality program, while the control group (n=20) received traditional simulation education. Data were collected from March 8 to May 28, 2021 and analyzed using SPSS version 27 for Windows.Results: Statistically significant differences were found between the experimental group and the control group post-intervention in confidence in performance (F=4.88, p=.33) and clinical decision-making ability (F=18.68, p＜.001). The experimental group showed significant increases in practice flow (t=2.34, p=.024) and class evaluations (t=2.99, p=.005) compared to the control group.Conclusion: Nursing education programs using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care can be an effective educational strategy in the clinical context.

scholarly journals Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model (Preprint)

2020 ◽  
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

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.

scholarly journals 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 Nursing ◽  
10.2196/20249 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e20249
Author(s):  
Ann-Kathrin Lange ◽  
Jana Koch ◽  
Anastasia Beck ◽  
Till Neugebauer ◽  
Frauke Watzema ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Social Influences ◽  
Good Practice ◽  
Digital Games ◽  
Qualitative Interview ◽  
Unified Theory ◽  
Use Of Technology ◽  
Qualitative Interview Study

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.

scholarly journals Remote Delivery of Virtual Reality Patient Simulations for Nursing Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 62-62
Author(s):  
Jaime Hannans
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Education Student ◽  
Learning Approaches ◽  
Healthcare Needs ◽  
Nursing Clinical Practice ◽  
Nursing Clinical ◽  
Remote Learning

Abstract In the midst of rapid transfers to online teaching for experiential learning opportunities in nursing clinical labs this past spring due to the pandemic, nursing simulations with immersive virtual reality (VR) in VR headsets were deemed impossible. In partnership with Embodied Labs, nursing faculty pivoted to facilitating VR using remote learning approaches in groups. In this new VR approach nursing students engaged in active learning, critical discourse, and reflection guided by faculty delivered VR scenarios remotely with in-session debriefing during discussion pause points. Complex scenarios focused on patient or family perspectives (e.g. during end-of-life care or navigating community and healthcare needs as a LGBTQ individual). These were valuable online learning opportunities for undergraduate nursing education. Student feedback was positive, and faculty perceptions indicated using VR remote learning offers rich, engaging discussion through complex topics important to nursing clinical practice.

Effectiveness of Immersive Virtual Reality in Nursing Education

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Jeeyae Choi ◽  
C Elise Thompson ◽  
Jeungok Choi ◽  
Colette B. Waddill ◽  
Soyoung Choi
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Immersive Virtual Reality

Nursing Education in the Era of Virtual Reality

2020 ◽  
pp. 47-70
Author(s):  
Derya Uzelli Yilmaz ◽  
Sevil Hamarat Tuncalı ◽  
Yusuf Yilmaz
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
New Technologies ◽  
Learning Needs ◽  
Traditional Teaching ◽  
Psychomotor Learning ◽  
Learning Domains ◽  
Traditional Teaching Methods ◽  
The Many ◽  
Interviewing Techniques

Today's new technologies have impacted many different areas of education, with nursing education one such area. Nursing education, as a learning process, targets the combination of cognitive, affective, and psychomotor learning domains. However, traditional teaching methods may not meet all of the Y and Z generations' learning needs. Today's learners are accustomed to multimedia learning environments and have come to expect a certain level of technology integrated into their curricula. Virtual Reality (VR) technology enables students to become immersed within a 360-degree view experience of scenes that have been completely digitally created, whilst no longer viewing the real world around them. Virtual simulation has been used to teach communication, disaster relief, teamwork, and interviewing techniques, among other skills; and can also provide immersive personalized learning experiences. This chapter presents some of the many facets of VR in today's nursing education.

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