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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.
Abstract:
With increasing use of virtual reality simulation (VRS) in nursing education and given the vast array of technologies available, a variety of levels of immersion and experiences can be provided to students. This study explored two different levels of immersive VRS capability. Study participants included baccalaureate nursing students from three universities across four campuses. Students were trained in the skill of decontamination using traditional methods or with VRS options of mouse and keyboard or head-mounted display technology. Results of focus group interviews reflect the student experience and satisfaction with two different immersive levels of VRS.
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