Previously submitted to: Journal of Medical Internet Research (no longer under consideration since Oct 23, 2024)
Date Submitted: Jul 2, 2024
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Electroencephalographic evidence from the mirror–neuron system of effective learning in nursing via virtual reality simulation education: a pre-post quasi-experimental study
ABSTRACT
Background:
Contextual simulation-based teaching is considered an important part of the learning process for nursing students. Although the application of mirroring theory has demonstrated intervention effects on various health issues, the combination of mirroring theory with VR simulation has not yet been applied in nursing education.
Objective:
The purpose of this study was to evaluate the effect (including brain wave changes) of the integration of 360° simulation video and classroom lectures into a paediatric nursing curriculum on the technical performance of nursing students.
Methods:
Quasiexperimental research design with random assignment. Two nursing colleges in Taiwan. A total of 40 third-year nursing students were recruited and randomly assigned to the experimental group or the control group.
Methods:
After class, students in the experimental group agreed to participate in a 360° simulation course during independent practice, while in the control group, traditional practice methods were used during independent study. The data included the scores of the Simulation Design Scale (SDS), the Educational Practices Questionnaire (EPQ), the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and electroencephalography recordings. The data were analysed using t tests and analysis of covariance (ANCOVA).
Results:
Out of 58 initial participants, 40 completed the study (experimental group: n = 13, control group: n = 27) with a 69% response rate. Significant improvements were observed in SDS and EPQ scores in the experimental group (SDS: p < .001, EPQ: p = .005). ANCOVA revealed significant between-group differences in SDS (p = .008), EPQ (p = .019), and SCLS (p = .012) scores. EEG analysis showed significant reductions in power frequencies at C3, CZ, and C4 electrodes in the experimental group (p < .001). Significant μSC differences were found at CZ (p = .028) and C4 (p = .033) electrodes between groups.
Conclusions:
360° simulation video learning stimulates mirror neuron activity, fostering positive attitudes towards participation and significantly increasing postlesson confidence and satisfaction. Future research should further the in-depth understanding of the brain wave changes underlying how and under what conditions 360° contextual simulation videos support learning.
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