Accepted for/Published in: JMIR Human Factors
Date Submitted: Jun 22, 2022
Date Accepted: Nov 8, 2022
Warning: This is an author submission that is not peer-reviewed or edited.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.
Usability Evaluation of Preoperative ISBAR Desktop VR Application
ABSTRACT
Background:
Systematic communication, such as the Identification-Situation-Background-Assessment-Recommendation (ISBAR) method, comprises a generic, transferable non-technical skill. It can be used during handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR method. However, the usability of this learning activity has not been studied.
Objective:
This study aimed to investigate how second-year undergraduate nursing students evaluated the usability of the Preoperative ISBAR Desktop VR Application.
Methods:
This was a qualitative study with observation and interviews. The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale questionnaire was used to get a score on overall usability.
Results:
Nine second-year nursing students ages 22–29 participated in the study. The average score on the 0-to-100 System Usability Scale was 83, which equals a “B” on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations.
Conclusions:
The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues.
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