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Comparing Virtual Reality Telepresence and Traditional Simulation Methods: A Pilot Study.

Bryan K Dang1, Colleen O'Leary-Kelley, Jeland S Palicte

  • 1About the Authors Bryan K. Dang, BSN, RN, PHN, a student at the Valley Foundation School of Nursing (TVFSON), San Jose State University (SJSU), San Jose, California, at the time this article was written, is now product manager at Syminar, Inc. Colleen O'Leary-Kelley, PhD, RN, director and active professor at TVFSON, was simulation center director and professor at TVFSON at the time of writing. Jeland S. Palicte, BSN, RN, a student at TVFSON at the time of writing, is a hospice RN case manager and active researcher, TVFSON Simulation Center. Soham Badheka, MS, a software engineer, was an engineering graduate student at SJSU at the time of writing. Chandrasekhar Vuppalapati, MS, MBA, is a lecturer at SJSU and director at a health care data company. This research was funded (in part) by the SJSU Alumni Association's Dean's Scholarship. The authors acknowledge Dr. Kristina T. Dreifuerst for her guidance, Dr. Gillian S. Starkey for her advice with research design and analysis, Jessie Deot and Karanbir Singh from the College of Engineering for supporting conceptual ideation, and the Allie VR Team for lending the ALLie VR Camera for this research. For more information, contact Bryan Dang at BryanDangRN@gmail.com.

Nursing Education Perspectives
|May 21, 2019
PubMed
Summary
This summary is machine-generated.

Virtual reality (VR) simulation offers a promising alternative to traditional clinical training. This study found that direct simulation participation provided the highest sense of presence, followed by VR observation.

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Area of Science:

  • Medical Education
  • Virtual Reality in Healthcare
  • Simulation Technology

Background:

  • Clinical simulation centers aim to replicate real-world training environments.
  • Traditional hospital practical training has limitations in capacity and scalability.
  • Virtual reality (VR) offers potential for immersive and accessible clinical education.

Purpose of the Study:

  • To quantitatively compare the perceived presence of virtual reality (VR) telepresence with traditional simulation learning methods.
  • To evaluate the effectiveness of VR as a tool for clinical nursing education.
  • To gather data for future, larger-scale VR simulation experiments.

Main Methods:

  • A within-subject design was employed with eight nursing students.
  • Participants experienced three conditions: simulation participation, VR observation, and television observation.
  • The Presence Questionnaire was administered after each condition to measure perceived presence.

Main Results:

  • All three conditions significantly impacted perceived presence.
  • Simulation participation resulted in the highest perceived presence.
  • VR observation showed a higher perceived presence than television observation.

Conclusions:

  • Direct simulation participation offers the highest level of immersion.
  • VR telepresence is a viable and effective tool for clinical simulation, surpassing traditional video observation.
  • Findings support the integration of VR into nursing education to enhance teaching capacity.