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Decontamination training: with and without virtual reality simulation.

Sharon Lee Farra1, Sherrill Smith, Gordon Lee Gillespie

  • 1College of Nursing and Health (Drs Farra, Smith, and Ulrich) and Statistical Consulting Center (Dr French), Wright State University, Dayton, Ohio; College of Nursing, University of Cincinnati, Cincinnati, Ohio (Dr Gillespie); Department of Nursing, Miami University, Hamilton, Ohio (Dr Nicely); and Smale Interactive Visualization Center, Miami University, Oxford, Ohio (Dr Hodgson).

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Virtual reality simulation (VRS) trained nursing students in decontamination skills. While VRS did not improve performance scores, it significantly reduced completion time for this critical disaster response skill.

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Area of Science:

  • Disaster nursing education
  • Healthcare simulation technology
  • Emergency preparedness training

Background:

  • Nurses require proficiency in decontamination procedures for disaster response.
  • Hazardous contaminant exposure necessitates specialized nursing skills.
  • Effective, timely, and cost-efficient training methods are crucial for disaster education.

Purpose of the Study:

  • To evaluate virtual reality simulation (VRS) as a training tool for the disaster-specific skill of decontamination.
  • To compare the effectiveness of VRS versus traditional written directions for teaching decontamination.
  • To assess the impact of VRS on nursing students' performance, knowledge, self-efficacy, and satisfaction.

Main Methods:

  • A quasi-experimental design was employed, assigning nursing students to either a VRS group or a written directions control group.
  • Outcome measures included performance scores, knowledge retention, self-efficacy, and participant satisfaction.
  • The study involved nursing students from two baccalaureate nursing programs.

Main Results:

  • Students using VRS demonstrated significantly lower performance scores compared to the control group (p = 0.004).
  • However, the VRS group completed the decontamination skill significantly faster (p = 0.008).
  • No significant differences were observed in knowledge (p = 0.631) or self-efficacy (p = 0.172) between groups, though VRS users reported high satisfaction.

Conclusions:

  • Virtual reality simulation offers a potentially faster training method for decontamination skills, despite initial performance differences.
  • Further research is necessary to explore the long-term benefits and effects of VRS in disaster nursing education.
  • VRS may be a valuable tool for teaching high-risk, low-volume skills essential for emergency nurses.