scholarly journals Embodying the Aging Experience: How Virtual Reality Is Transforming Medical and Nursing Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 61-61
Author(s):  
Marilyn Gugliucci ◽  
Pamela Saunders ◽  
Erin Washington
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Older Adult ◽  
Initial Study ◽  
Point Of View ◽  
Software Applications ◽  
Hard Skills ◽  
Single Location ◽  
Vr Training

Abstract Virtual reality (VR) has long been standard in healthcare education. Recent advances in VR hardware and software applications have coalesced to allow for higher fidelity, more highly realistic simulations that are also deployable at scale — not just in highly specialized, single location simulation labs. In tandem, there has been an examination in both the corporate and academic sectors around the efficacy of VR training and learning. While VR has been long proven to be effective in training students and workers in hard skills, its lack of realism has been a barrier to explore efficacy in simulations related to soft skills and emotional intelligence. This symposium will discuss the implementation of virtual reality “labs”, where learners embody in a live 360 film environment the first-person point of view of an older adult — interacting with gaze, voice, and natural hand motions – into four university’s medical and nursing curriculum. Lab outcomes include decreased ageism and stereotyping, and increased empathy, sensitivity, cultural competency, and disease knowledge. The first paper reports outcomes of increased understanding, comfort, compassion and empathy of students and informal caregivers after experiencing various labs. The second discusses comparative data on knowledge and attitudes of medical students experiencing the virtual labs individually vs. the group distance mode. The third reports the results of an initial study on how embodying an older adult with sensory impairment affects participant empathy using a standardized scale. The fourth discusses how one university transitioned to delivering immersive labs to nursing students remotely during COVID19.

Evaluation of nursing students’ training in medical law

2010 ◽  
Vol 17 (6) ◽  
pp. 759-768
Author(s):  
Nevin Kuzu Kurban ◽  
Halide Savaş ◽  
Bengü Çetinkaya ◽  
Türkan Turan ◽  
Asiye Kartal
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Faculty ◽  
Great Majority ◽  
Criminal Code ◽  
Point Of View ◽  
Nursing Schools ◽  
Medical Interventions ◽  
Code Of Practice ◽  
Ethics Code

There is no co-ordinated focus on liabilities arising from nurses’ medical interventions in terms of occupational, administrative, civil legal and criminal activities. However, the Turkish Criminal Code, the Turkish Medical Ethics Code of Practice, and guidelines for patients’ rights offer some framework for the relevant ethical principles and responsibilities of nurses. The aim of this study was to investigate the evaluation of nursing students’ training in their legal liabilities. The sample consisted of 309 students who were taking a course entitled ‘Nurses’ legal liabilities under Turkish criminal and civil law arising from medical interventions’. Data were obtained by means of self-administered questionnaires and McNemar’s test was used to evaluate the answers. In conclusion, after their training, a great majority of the students demonstrated an improvement in terms of their percentage of correct answers relating to malpractice. This does not, however, mean that they will not face malpractice charges after graduating, but their increased awareness of the issue may encourage them to make more effort to reduce the risk of mistakes. It is recommended that nursing faculty carry out studies into medical malpractice, that they focus more on this subject in nursing education, and that all nursing schools review their curricula from the point of view of malpractice.

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 Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
David Scott Thompson ◽  
Alison P. Thompson ◽  
Kristen McConnell
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Student Engagement ◽  
Nursing Students ◽  
Health Assessment ◽  
Learning Model ◽  
Future Research ◽  
Exploratory Learning ◽  
Cross Sectional ◽  
Anatomy And Physiology

AbstractObjectivesThe challenges of bioscience courses such as anatomy and physiology in nursing education are well documented. Virtual reality has recently become accessible and may support student engagement. The purpose of this project was to describe students’ engagement and experiences with virtual reality in a first-year nursing course on anatomy, physiology, and health assessment.MethodsWe used a cross-sectional design and collected both quantitative and qualitative data. The Exploratory Learning Model guided our work.ResultsStudents perceived their engagement to be higher in virtual reality compared to other teaching methods. Their experiences were positive with students reporting that they found it easy to use, it helped their learning, and they recommended more of it.ConclusionsVirtual reality is an accessible tool for supporting student engagement. The Exploratory Learning Model is a useful conceptualization for integrating virtual reality into a course. Future research on the relationship between virtual reality and learning achievements is warranted.

scholarly journals The Effects of Classes using Virtual Reality Simulations of the Hospital Environment on Knowledge of the Hospital Environment, Academic Self-efficacy, Learning Flow, Educational Satisfaction and Academic Achievement in Nursing Students

2021 ◽  
Vol 28 (4) ◽  
pp. 520-529
Author(s):  
Myo-Gyeong Kim ◽  
Hye-Won Kim
Keyword(s):  
Academic Achievement ◽  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Self Efficacy ◽  
Hospital Environment ◽  
Control Group ◽  
Educational Satisfaction ◽  
Learning Flow ◽  
Academic Self Efficacy

Purpose: This study examined the effects of virtual reality (VR)-based fundamental nursing education on nursing students’ knowledge of the hospital environment, academic self-efficacy, learning flow, educational satisfaction, and academic achievement.Methods: In total, 137 nursing students participated in this non-equivalent control group pretest-posttest study, with 69 and 68 in the experimental and control groups, respectively. Differences in the dependent variables between the two groups before and after the intervention were compared using the independent-sample t-test and Mann-Whitney U test.Results: The VR intervention group showed significantly higher knowledge of the hospital environment (t=3.88, p<.001), educational satisfaction (z=-3.82, p<.001), and academic achievement (z=-2.54, p=.011) than the control group.Conclusion: These findings indicate that VR-based education is an effective intervention for improving knowledge of the hospital environment, educational satisfaction, and academic achievement in nursing education.

Appraisal of disability attitudes and curriculum of nursing students: a literature review

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Allison P. Edwards ◽  
Barbara E. Hekel
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Literature Review ◽  
Nurse Education ◽  
Point Of View ◽  
World Health ◽  
Medical Teacher ◽  
Knowledge And Skills ◽  
The Impact

Abstract Worldwide, more than one billion people live with a disability (World Health Organization. (2011). World report on disability. Retrieved from https://www.who.int/disabilities/world_report/2011/report/en/). People with a disability (PWD) have unmet needs with the delivery of health care, secondary to nursing student’s negative attitudes, knowledge, and skill deficits. This integrative literature review evaluated nursing student’s education and attitudes towards PWD. Deficient education, attitudes, knowledge, and skills are addressed. Combined search terms utilized included: healthcare students; healthcare education; nursing students; clinical experience; clinical rotation; attitude of health care students; and exposure to PWD. Thirty articles were analyzed with common themes identified. Educational methods that produced improved attitudes, knowledge and skills included standardized patients with disabilities; phenomenological approaches; curriculum enhancement; empathy exercises and clinical experiences (Anderson, E. S., Ford, J., & Thorpe, L. (2011). Learning to listen: Improving students’ communication with disabled people. Medical Teacher, 33(1), 44–52. doi: 10.3109/0142159X.2010.498491; Castro, S. S., Rowe, M., Andrade, L. F., & Cyrino, E. G. (2018). Developing competencies among health professions students related to the care of people with disabilities: A pilot study. Interface: Comunicacao, Saude, Educacao, 22(65), 551–563. doi: 10.1590/1807-57622016.0684; Hensel, D., Malinowski, C., & Watts, P. A. (2015). Implementing a pediatric camp clinical for pre-licensure education. Nursing Education Perspectives, 36(1), 60–61. doi: 10.5480/12-871.1; Levett-Jones, T., Lapkin, S., Govind, N., Pich, J., Hoffman, K., Jeong, S. Y., . . . Everson, N. (2017). Measuring the impact of a ‘point of view’ disability simulation on nursing students’ empathy using the comprehensive state empathy scale. Nurse Education Today, 59, 75–81. doi: 10.1016/j.nedt.2017.09.007; Smith, P., Ooms, A., & Marks-Maran, D. (2016). Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students’ perspectives. Nurse Education in Practice, 16(1), 111–118. doi: 10.1016/j.nepr.2015.09.010). Nursing schools must incorporate disability education to fully realize its impact and eliminate barriers to transform care.

scholarly journals Proposição, fundação, implantação e consolidação de uma liga acadêmica

2018 ◽  
Vol 12 (5) ◽  
pp. 1486
Author(s):  
Davi Porfirio da Silva ◽  
Adrielly Cristina De Lima Raimundo ◽  
Igor Michel Ramos dos Santos ◽  
Nataly Mayara Cavalcante Gomes ◽  
Paula Danielle Cavalcante Rodrigues de Melo ◽  
...  
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Nursing Students ◽  
Undergraduate Students ◽  
Point Of View ◽  
Health Human Resource ◽  
Public Health Decision ◽  
Toma De Decisiones ◽  
Recursos Humanos ◽  
Teaching Learning

RESUMOObjetivo: relatar a experiência de estudantes de graduação em enfermagem na proposição, fundação, implantação e consolidação de uma Liga Acadêmica. Método: estudo descritivo do tipo relato de experiência abrangendo desde a fundação à consolidação da Liga Acadêmica de Saúde Coletiva da Universidade Federal de Alagoas (LASC/UFAL). Resultados: a proposição deu-se a partir da visão de estudantes de graduação em enfermagem, das Ligas Acadêmicas, como espaço de relevância no processo de formação, imersão estudantil e militância. O processo de fundação da Liga caracterizou-se pela reunião dos membros fundadores, definição de objetivos e confecção do estatuto, culminado com a sua implantação. O processo de consolidação teve como marco a realização da I Cerimônia de Posse da LASC/UFAL. Conclusão: a autonomia, o protagonismo e o engajamento estudantil foram marcos presentes durante todo o processo, ultrapassando o paradigma tradicional do processo de ensino-aprendizagem. Descritores: Estudantes de Enfermagem; Educação em Enfermagem; Capacitação de Recursos Humanos em Saúde; Relações Comunidade-Instituição; Saúde Pública; Tomada de Decisões. ABSTRACT Objective: to report the experience of undergraduate nursing students in the proposition, foundation, implementation and consolidation of an Academic League. Method: a descriptive study of the type experience report ranging from the foundation to the consolidation of an Academic League of Public Health at the Federal University of Alagoas (LASC/UFAL). Results: the proposition came from the point of view of undergraduate students of Nursing from Academic Leagues as a space of relevance in the process of training, student immersion and militancy. The process of foundation of the league was characterized by the meeting of the founding members, setting goals and making the statute, culminating with its deployment. The process of consolidation has had as marco held the 1st Ceremony of LASC/UFAL. Conclusion: the autonomy, the role and the student engagement were present during the entire process, beyond the traditional paradigm of the teaching-learning process. Descriptors: Students of Nursing; Nursing Education; Health Human Resource Training; Community-Institutional Relations; Public Health; Decision Making.RESUMEN Objetivo: reportar la experiencia de estudiantes de enfermería de pregrado en la proposición, fundación, la implementación y la consolidación de una Sociedad Académica. Método: se realizó un estudio descriptivo del tipo experiencia informe, desde la fundación para la consolidación de la Liga Académica de Salud Pública de la Universidad Federal de Alagoas (LASC/UFAL). Resultados: la propuesta llegó desde el punto de vista de los estudiantes de pregrado en enfermería de Ligas Académicas como un espacio de relevancia en el proceso de formación del estudiante, la inmersión y la militancia. El proceso de fundación de la sociedad se caracteriza por la reunión de los miembros fundadores, estableciendo metas y haciendo el estatuto, culminando con su implementación. El proceso de consolidación ha tenido como marco llevado a cabo la Primera Ceremonia de LASC/UFAL. Conclusión: la autonomía, la función y la participación del alumno estuvieron presentes durante todo el proceso, más allá del paradigma tradicional del proceso de enseñanza-aprendizaje. Descriptores: Estudiantes de Enfermería; Educación en Enfermería; Capacitación de Recursos Humanos en Salud; Relaciones Comunidad-Institución; Salud Pública; Toma de Decisiones.

scholarly journals Effect of Psychiatric Nursing Practice Online Education Using Case-Based VR

2021 ◽  
Vol 30 (4) ◽  
pp. 369-378
Author(s):  
Young Shin Lee ◽  
Juhang Kim ◽  
Ji Young Lim ◽  
Geun Myun Kim
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Problem Solving ◽  
Online Education ◽  
Self Efficacy ◽  
Educational Program ◽  
Psychiatric Nursing ◽  
Nursing Knowledge ◽  
Quasi Experimental

Purpose: This study was conducted to verify the effect of a simulation-based virtual reality psychiatric nursing education programMethods: This was a quasi-experimental study that used two groups and a pretest-posttest design. There were 35 nursing students in both the experimental and control groups. Data were collected between January 18 and February 28. The educational program was configured in four stages over four weeks. An afterprogram post-test was conducted for one week.Results: The experimental group showed significantly higher values for depression nursing knowledge (t=-3.96, p<.001), learning self-efficacy (t=-3.34, p=.001), and problem solving processes (t=-3.01, p=.004) than the control group.Conclusion: The educational program was found to be effective for nursing students' depression nursing knowledge, learning self-efficacy, and problem-solving processes. It is expected to be foundational material for developing various virtual reality-based simulation education programs.

scholarly journals Nursing students’ experiences in virtual simulation practice

2020 ◽  
Vol 26 (2) ◽  
pp. 198-207
Author(s):  
Yoonjung Kim ◽  
Won Jeong Kim ◽  
Hye young Min
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Nursing Students ◽  
Focus Group Interview ◽  
Virtual Simulation ◽  
Primary Data ◽  
Simulation Data ◽  
Study Results ◽  
Virtual Simulations ◽  
Simulation Practice

Purpose: The purpose of this study was to explore the meaning of nursing students’ experiences in virtual simulation practice.Methods: The participants were six nursing students who have experience in a virtual simulation. Data were collected from August to September 2019 through a focus group interview. Giorgi’s phenomenological method was used for analysis.Results: The study results revealed 3 constituents and 6 sub-constituents that are essential for nursing student’s experiences in a virtual simulation. The three constituents were: “Chaos in the virtual reality”, “The process of adjusting to chaos”, and “Becoming an independent nurse in a safe virtual reality”.Conclusion: Based on the results of this study, the following suggestions are made. Results suggest the development of virtual simulations in Korean, the use of simulations as a group activity first, and the use of simulation between lecture and practice or in the regular curriculum. The results of the study can be used as primary data for providing virtual simulation in nursing education.

See it, hear it, feel it: embodying a patient experience through immersive virtual reality

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jaime A. Hannans ◽  
Colleen M. Nevins ◽  
Kristin Jordan
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Pilot Study ◽  
Nursing Students ◽  
Teaching And Learning ◽  
Immersive Virtual Reality ◽  
Learning Approaches ◽  
Convenience Sample ◽  
Content Type ◽  
The Impact

Purpose The aim of the study was to explore aspects of learning in terms of gain in knowledge, confidence and empathy with immersive virtual reality (VR) from the patient perspective in undergraduate nursing students. Design/methodology/approach A pilot study integrating immersive VR experiences during clinical courses was facilitated based on the INACSL (2016) standards for simulation practices with a convenience sample of 165 nursing students in three levels of cohorts, using two different VR scenario simulations. Quantitative and qualitative data were collected through pre- and post-surveys. Findings Student participants embodied patients with chronic disease using immersive VR. Findings showed substantial gains in most measures of knowledge, confidence and empathy, with slightly less difference seen in lower level nursing students particularly with empathy and understanding. Research limitations/implications Embodiment through immersive VR scenarios was shown to increase learner development. The positive findings from the pilot study justified continuance of integration of immersive VR in nursing education, recommending further use and research. Originality/value Simulated learning for nursing has known benefits on knowledge and understanding. Immersive VR is gaining recognition within nursing education as a method to enhance cognitive and affective knowledge. This paper hopes to add insights on the impact of immersive VR for student learning and encourage discussion about the future for innovative immersive teaching and learning approaches for experiential learning.

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