JMIR Publications

ABSTRACT

Background:

IVR-assisted experiential learning has shown promise in promoting empathy in healthcare students towards older adults with cognitive impairment by facilitating a sense of embodiment. However, its efficacy in facilitating attainment by students of intended learning outcomes, such as understanding the needs of older adults, remains underexplored.

Objective:

The aim in this study was not only to evaluate the impacts of IVR-assisted experiential learning on the empathy of healthcare undergraduate students towards older people with cognitive impairment (objective 1) and on their learning experiences (objective 2), but also on their attainment of learning outcomes (objective 3).

Methods:

A multiple-methods design was employed, which included surveys, focus groups, and a review of the students’ group assignments. Numerical data from surveys were summarized using descriptive statistics, while paired t-tests were used to evaluate differences in empathy scores before and after the 2-hour IVR tutorial (objective 1). Descriptive statistics were used to explore the students’ learning experiences after the tutorial (objective 2). A descriptive thematic analysis was used to analyze text data from the focus groups and written assignments to identify the students' learning experiences (objectives 1 and 2) and their achievement of learning outcomes (objective 3).

Results:

Three hundred and sixty-seven nursing and occupational therapy undergraduate students were recruited for the study. The results showed a significant increase in the students’ empathy scores as measured using the Kiersma-Chen Empathy Scale (KCES) from 78.06+7.72 (pre-) to 81.17+8.93 (post-tutorial), with P<.001. Students also expressed a high degree of satisfaction with the IVR learning innovation, as reflected by a high satisfaction mean score of 20.68+2.55 and a high self-confidence mean score of 32.04+3.52 on the Students Satisfaction and Self-Confidence scale. Moreover, the students exhibited a good sense of presence in the IVR learning environment, as reflected in the scores for adaptation (41.30+6.03), interface quality (11.36+3.70), involvement (M=62.00+9.47), and sensory fidelity (31.47+5.23) on The Presence Questionnaire version 2.0. Three major themes were identified from the focus groups with 23 nursing students, including “enhanced sympathetic feelings towards older adults with cognitive impairment,” “improved engagement in IVR learning,” and “confidence in understanding the key concepts through the learning process.” These themes support and supplement the results from the surveys. The analysis of the written assignments revealed that the students had attained the learning outcomes of understanding the challenges faced by older people with cognitive impairment, the importance of providing person-centered care, and the need to create an age-friendly society.

Conclusions:

IVR-assisted experiential learning is effective at enhancing students' knowledge and understanding of caring for older adults with cognitive impairment, providing an engaging learning experience that enhances empathy towards this group. These findings suggest that IVR can be a valuable tool in healthcare professional education.