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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.

Nursing Education Perspectives

|October 15, 2016

Summary

This summary is machine-generated.

Virtual reality simulation (VRS) effectively enhances learning and skill retention in nursing students, proving as effective as traditional methods and superior in specific scenarios for long-term knowledge recall.

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Area of Science:

Nursing Education
Medical Simulation Technology
Healthcare Professional Training

Background:

Inadequate disaster preparedness among healthcare professionals necessitates innovative training solutions.
Virtual reality simulation (VRS) presents a safe, realistic environment for practicing critical skills.
Limited research exists on the learning and retention efficacy of VRS in healthcare education.

Purpose of the Study:

To evaluate the longitudinal impact of virtual reality simulation (VRS) on nursing students' learning outcomes.
To assess knowledge and skill retention following VRS-based training in decontamination procedures.

Main Methods:

A quasiexperimental design was employed to compare VRS with traditional methods.
Baccalaureate nursing students from two distinct programs participated in the study.
The skill of decontamination was the primary focus for evaluating VRS effectiveness.

Main Results:

VRS demonstrated comparable effectiveness to traditional teaching methods for learning outcomes.
Virtual reality simulation (VRS) proved superior in certain aspects of knowledge and skill retention over time.
Students using VRS showed significant retention of decontamination skills.

Conclusions:

Virtual reality simulation (VRS) offers a valuable pedagogical tool for enhancing skill development and long-term retention in nursing.
Further research is recommended to optimize VRS strategies for skills requiring prolonged retention.
VRS may be crucial for preparing nurses for infrequent but critical emergency situations.