Virtual Reality Simulation in Undergraduate Health Care Education Programs: Usability Study.

Area of Science:

• Health Professions Education
• Medical Simulation
• Educational Technology

Background:

• Virtual reality (VR) is increasingly adopted in higher education for health care training.
• VR simulations, particularly with 360° videos and debriefing, can enhance social and emotional learning in students.
• This study investigates the perceived usability of VR simulation in Norwegian health care education programs.

Purpose of the Study:

• To explore student-perceived usability of VR simulation across different health care education programs.
• To identify differences in usability perceptions among social education, nursing, and occupational therapy students.
• To assess the overall value and effectiveness of VR simulation as a pedagogical tool.

Main Methods:

• A questionnaire was administered to students in social education (n=74), nursing (n=45), and occupational therapy (n=27) programs.
• Student perceptions of VR simulation usability and learning activities were collected.
• Statistical analyses included Pearson chi-square tests and 1-way ANOVA, with qualitative content analysis for open-ended responses.

Main Results:

• Nursing students reported the highest satisfaction with VR usability, while occupational therapy students reported the lowest.
• Prior VR experience varied significantly, with nursing students (60%) more experienced than occupational therapy students (37%).
• Despite differences, students generally found VR simulation and learning activities highly useful, preparing them for complex clinical scenarios in a safe setting; group debriefing was crucial.

Conclusions:

• Virtual reality simulation holds significant potential as a pedagogical tool in health care education.
• VR is particularly effective for training essential soft skills like communication, decision-making, and critical thinking.
• The integration of VR, combined with peer debriefing, can enhance the learning experience and preparedness for clinical practice.