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Evaluation of two simulation methods for teaching a disaster skill.

Sherrill Smith1, Sharon L Farra2, Eric Hodgson3

  • 1Fay W. Whitney School of Nursing, University of Wyoming, Laramie, Wyoming, USA.

BMJ Simulation & Technology Enhanced Learning
|May 6, 2022
PubMed
Summary
This summary is machine-generated.

Virtual reality simulation (VRS) is as effective as traditional mannequin-based simulation for teaching nursing students decontamination skills. This research provides valuable insights for educators choosing simulation methods for disaster preparedness training.

Keywords:
disaster simulationnursing studentsimulation-based educationvirtual reality

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Virtual Reality

Background:

  • Traditional mannequin-based simulation is resource-intensive, particularly for disaster education.
  • There is a need to evaluate newer technologies like virtual reality simulation (VRS) for nursing education.
  • Research comparing learning outcomes between VRS and traditional simulation is limited.

Purpose of the Study:

  • To compare learning outcomes in nursing students trained in decontamination skills using VRS versus mannequin-based simulation.
  • To evaluate participant satisfaction, self-confidence, and performance in decontamination.
  • To inform educators about the effectiveness of VRS in nursing education.

Main Methods:

  • A quasi-experimental design was employed.
  • Senior baccalaureate nursing students were randomly assigned to either VRS or mannequin-based simulation for decontamination training.
  • Learning outcomes were measured using the NLN Student Satisfaction and Self-Confidence in Learning scale and a Decontamination Checklist.

Main Results:

  • No statistically significant differences were found in performance (accuracy and time), satisfaction, or self-efficacy between the VRS and mannequin-based simulation groups.
  • Virtual reality simulation (VRS) demonstrated comparable effectiveness to mannequin-based simulation for decontamination skill acquisition.
  • A total of 121 participants completed the study.

Conclusions:

  • Virtual reality simulation (VRS) is a viable alternative to mannequin-based simulation for teaching specific nursing skills.
  • Simulation-based education should be evaluated for effectiveness and matched to learning outcomes and available resources.
  • Emerging evidence supports the use of VRS, offering educators more flexible training options.