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Virtual reality simulation for nursing education: effectiveness and feasibility.

Debra Kiegaldie¹, Louise Shaw²

¹Eastern Health Clinical School, Monash University, Victoria, 3128, Australia.

|December 20, 2023

Summary

This summary is machine-generated.

Virtual Reality simulation (VRS) offers nursing students realistic, engaging learning experiences. While initial knowledge gains were higher with VRS, both methods prepared students for clinical practice, with VRS being more cost-effective.

Keywords:

Nursing education Online Scenario Simulation-based education Virtual reality simulation

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Area of Science:

Nursing Education
Medical Simulation Technology

Background:

Traditional simulation-based education (SBE) has limitations in providing authentic learning experiences for pre-registration nursing students.
Virtual Reality simulation (VRS) presents an innovative approach to enhance student engagement and learning outcomes.

Purpose of the Study:

To compare learner outcomes between SBE and immersive VRS for nursing students.
To evaluate the effectiveness, realism, and cost-effectiveness of VRS in nursing education.

Main Methods:

A mixed methods quasi-experimental study involving 675 pre-registration nursing students over two semesters (2019-2020).
Intervention group (n=393) used 4 immersive VRS modules; control group (n=282) experienced 4 face-to-face SBE sessions.
Assessed active participation, knowledge scores, and student perceptions of realism and preparedness.

Main Results:

VRS demonstrated significantly higher initial knowledge scores (p<0.01) and greater student participation (95% vs 15%).
Knowledge score differences diminished post-clinical placement.
VRS was perceived as realistic, cost-effective, and beneficial for learning complex clinical situations, despite some technical issues.

Conclusions:

Virtual Reality simulation (VRS) provides an efficient, sustainable, and cost-effective platform for nursing education, fostering critical thinking.
While VRS shows promise for enhancing engagement and initial knowledge acquisition, its long-term impact on clinical preparedness warrants further investigation.
Both VRS and SBE contribute to preparing nursing students for clinical practice.