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Learning and Retention Using Virtual Reality in a Decontamination Simulation
Sherrill J Smith1, Sharon Farra, Deborah L Ulrich
1Sherrill J. Smith, PhD, RN, CNL, CNE, is assistant dean of undergraduate programs and associate professor, Wright State University College of Nursing and Health, Dayton, Ohio. Sharon Farra, PhD, RN, CNE, is assistant professor, Wright State University College of Nursing and Health, Dayton, Ohio. Deborah L. Ulrich, PhD, RN, ANEF, is associate dean and associate professor, Wright State University College of Nursing and Health, Dayton, Ohio. Eric Hodgson, PhD, is director, SMALE Interactive Visualization Center, Miami University Interactive Media Studies, Oxford, Ohio. Stephanie Nicely, EdD, RN, is assistant professor, Miami University Department of Nursing, Oxford, Ohio. William Matcham, PhD, RN, CNOR, is an assistant professor, Wright State University College of Nursing and Health, Dayton, Ohio. For more information, contact Dr. Smith at sherrill.smith@wright.edu.
Aim:
The purpose of this study was to examine the longitudinal effects of virtual reality simulation (VRS) on learning outcomes and retention.
Background:
Disaster preparation for health care professionals is seriously inadequate. VRS offers an opportunity to practice within a realistic and safe environment, but little is known about learning and retention using this pedagogy.
Method:
A quasiexperimental design was used to examine the use of VRS with baccalaureate nursing students in two different nursing programs in terms of the skill of decontamination.
Results:
Results indicate that VRS is at least as good as traditional methods and is superior in some cases for retention of knowledge and performance of skills.
Conclusion:
VRS may provide a valuable option for promoting skill development and retention. More research is needed to determine how to prepare nurses for skills that may not be required until months or even years after initial introduction.
