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Prebrief Time for Immersive Virtual and Augmented Reality Simulation: An Integrative Review
Bethany J Cieslowski1, Sarah Craig, Sai Deepthi Gummadi
1Associate Professor (Dr Cieslowski) and Simulation Teaching Assistant (Ms Gummadi), George Mason University School of Nursing, Fairfax, Virginia; Associate Professor (Dr Craig), University of Virginia School of Nursing, Charlottesville; and Health Sciences Librarian (Ms Butler), Science & Technology Team, George Mason University, Fairfax, Virginia.
Background:
Virtual reality and augmented technology are rapidly advancing and hold the potential to transform nursing education by offering a convenient, efficient, learner-centered way to educate students. A comprehensive and time-oriented prebrief is essential to the process.
Purpose:
This review analyzes the status of scientific exploration regarding the prebrief and time allotments for virtual and augmented reality simulation.
Methods:
Whittemore and Knafl's 5-stage method guided this integrative review. The authors searched 6 databases and selected 7 articles based on inclusion criteria.
Results:
The findings from this review demonstrated objectives, a safe learning environment, orientation, preparation materials, and time in the prebrief; yet, inconsistencies persist in the virtual and augmented reality prebrief.
Conclusions:
Defining a comprehensive and consistent prebrief is essential for high-quality simulation. A more standardized process, including time allotments, must be established for virtual and augmented reality.
