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Comparative effectiveness of small group practice and 3D VR simulation on nursing students' PIVC skills, flow state,
1College of Nursing, Eulji University, Seongnam campus, Republic of Korea.
Background:
PIVC (Peripheral intravenous catheterization) skills are highly challenging techniques frequently used in clinical settings. To prevent complications from intravenous catheterisation and to ensure patient safety, it is necessary to identify effective training methods.
Aim:
This study aimed to evaluate the educational effects of 3D VR simulation practice versus small group practice on nursing students' skill performance, learning satisfaction, and flow state.
Design:
A quasi-experimental study was conducted using a nonequivalent control group time-lagged design.
Participants:
A total of 158 fourth-year undergraduate nursing students participated, with 75 students assigned to the 3D VR group and 83 students to the small group practice group.
Methods:
Pre- and post-assessments were conducted to measure PIVC skills, and flow state, while learning satisfaction was compared only in the post-assessment. The study was conducted over three weeks. The 3D VR group participated in virtual reality practice sessions, completing a total of three 30-minute sessions. Meanwhile, the small group practice group conducted mannequin-based practice sessions, with a student-to-instructor ratio of 8-9 students per instructor, completing two 45-minute sessions. Statistical analysis was performed using SPSS 28.0, and ANCOVA and the Mann-Whitney U test were used to compare the effects between the two groups.
Results:
The small group practice showed significantly higher PIVC skill performance (F = 5.367, p = .022), while the 3D VR simulation group demonstrated significantly higher flow state (F = 6.002, p = .015). However, there was no significant difference in learning satisfaction between the two groups (z = -0.169, p = .866).
Conclusion:
Small group practice was more effective for skill performance in PIVC, while flow state was higher with 3D VR. There was no difference in learning satisfaction between the two groups. These findings provide valuable evidence for selecting optimal teaching methods in nursing education based on learning objectives and educational outcomes.
