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Using a Virtual Reality Walking Simulator to Investigate Pedestrian Behavior
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The Student Experience With Varying Immersion Levels of Virtual Reality Simulation.

Sharon L Farra1, Sherrill J Smith, Deborah L Ulrich

  • 1About the Authors Sharon L. Farra, PhD, RN, CNE, CHSE, is an associate professor, Wright State University College of Nursing and Health, Dayton, Ohio. Sherrill J. Smith, PhD, RN, CNL, CNE, and Deborah L. Ulrich, PhD, RN, ANEF, are professors, Wright State University College of Nursing and Health. The authors acknowledge the National League for Nursing for grant support in funding this research. In addition, they are grateful to Dr. Eric Hodgson for his deployment of the virtual reality simulation and graduate research assistant Kelly Hanlon. For more information, contact Dr. Farra at Sharon.farra@wright.edu.

Nursing Education Perspectives
|December 30, 2017
PubMed
Summary

Virtual reality simulation (VRS) in nursing education offers varied immersion levels. This study compared student experiences with two VRS immersion levels for decontamination training, finding differences in satisfaction.

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Area of Science:

  • Nursing Education
  • Virtual Reality Simulation
  • Healthcare Simulation

Background:

  • Virtual reality simulation (VRS) is increasingly utilized in nursing education.
  • Diverse technological options provide varying levels of immersion and student experiences.
  • The effectiveness and student satisfaction with different VRS immersion levels require exploration.

Purpose of the Study:

  • To explore and compare student experiences and satisfaction with two distinct levels of immersive virtual reality simulation (VRS) capability.
  • To evaluate the impact of different VRS immersion technologies on nursing skill acquisition.

Main Methods:

  • Baccalaureate nursing students from three universities participated.
  • Training in decontamination skills was conducted using traditional methods, mouse and keyboard VRS, or head-mounted display (HMD) VRS.
  • Focus group interviews were conducted to gather qualitative data on student experiences and satisfaction.

Main Results:

  • Student experiences and satisfaction varied between the two explored levels of immersive VRS.
  • Qualitative data from focus groups provided insights into student perceptions of different VRS immersion levels.

Conclusions:

  • Different levels of VRS immersion offer distinct educational experiences for nursing students.
  • Further research is needed to optimize VRS implementation in nursing education based on immersion levels and student feedback.