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Implementing Immersive Virtual Reality Simulation in a Distributed Undergraduate Nursing Program: An Educational
Xun Ge1, Renée A Gordon, Don M Leidl
1From the Fulbright Canada Research Chair in Digital Transformation (X.G.), University of New Brunswick, Fredericton, NB, Canada; Department of Learning Technologies (X.G.), College of Information, University of North Texas, Denton, TX; Faculty of Nursing (R.A.G., D.M.L.) and Faculty of Computer Science (S.B.), University of New Brunswick, Fredericton, NB, Canada; University of New Brunswick Faculty of Nursing Immersive Virtual Reality Writing Group (R.A.G., D.M.L.), University of New Brunswick, Fredericton, NB, Canada.
Introduction:
Immersive virtual reality simulation (IVRS) is an increasingly popular tool in health education. This qualitative study explores the integration of IVRS into a distributed practical nurse-to-registered nurse program. The intervention included hardware and software deployment, faculty and student orientation, and the integration of IVRS scenarios into existing courses. This study aimed to (1) describe the IVRS intervention and its implementation; (2) explore the perceptions and experiences of students, faculty, and information technology staff involved in the first iteration of the IVRS intervention; and (3) offer reflections and recommendations for optimizing student learning.
Methods:
Using an educational design framework and generic qualitative methodology, we collected data through demographic surveys and postintervention focus groups and interviews.
Results:
Thematic analysis revealed 3 key themes: user experience, IVRS impact on learning, and achieving consensus. Although faculty responses were positive, student responses were mixed. Findings suggest that successful implementation of IVRS in distributed nursing education requires deliberate planning, comprehensive orientation, and ongoing support.
Conclusions:
IVRS has the potential to enhance nursing education. Success hinges on thorough preparation; ongoing student, faculty, and institutional support; and clear communication. Recommendations for future interventions include enhancing student preparation, explicitly communicating the purpose and expectations of IVRS integration to strengthen alignment between faculty and students.
