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An HSSBP-Guided Framework for an Interprofessional Virtual Reality Simulation-Based Learning Experience in Acute Care
Gregory Brusola1,2,3,4,5, Ryan Pontiff1,2,3,4,5, Bruce Adcock1,2,3,4,5
1Gregory Brusola is assistant professor at the University of Texas Medical Branch, 301 University Boulevard, Galveston, TX 77555-1144 (gabrusol@utmb.edu). Please address all correspondence to Gregory Brusola.
Background And Purpose:
Advancements in health care education have emphasized the need for innovative, effective, and scalable educational tools. Virtual reality simulation-based learning experiences (VR SBLEs) offer immersive, repeatable training opportunities. However, many VR SBLE implementations lack framework-guided development, compromising replicability and educational rigor in physical therapist education. This article presents a systematic framework to develop and implement an interprofessional VR SBLE aligned with the Healthcare Simulation Standards of Best Practice (HSSBP).
Method/Model Description And Evaluations:
A multiphase process used the HSSBP to guide planning, development, validation, and implementation of a VR SBLE for Doctor of Physical Therapy students in an acute care course. The process included needs assessment, outcome alignment, scenario design, branching decision pathways, multimedia production, platform integration, and learner pre-briefing/debriefing. The development emphasized feasibility, educational rigor, and interprofessional collaboration.
Outcomes:
The product delivered a modular, scalable VR SBLE featuring immersive 360° video, interactive branching scenarios, embedded assessments, and adaptable content suited for varied educational settings. Methodological outputs include documentation of guideline adherence, iterative refinements, and strategies for sustainability and replication. Learner feedback highlighted usability, learning value, and the advantage of repeated access, supporting the simulation's educational utility beyond standard practice.
Discussion And Conclusion:
This work advances VR SBLE development by demonstrating a structured, evidence-based development framework that supports replicability, quality, and pedagogy. Although student performance improvements were noted, the primary contribution lies in delivering a replicable development methodology adaptable across health care education. Future efforts should focus on broad scalability, technological optimization, and longitudinal assessment of clinical impact.
