Accepted for/Published in: Asian/Pacific Island Nursing Journal
Date Submitted: Mar 26, 2024
Date Accepted: Jun 10, 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Warning: This is an author submission that is not peer-reviewed or edited.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.
The use of immersive virtual reality training for developing non-technical skills among nursing students: a multi-methods study
ABSTRACT
Background:
Immersive Virtual Reality (IVR) is a niche technology rising popularity in nursing education. Although there is a paucity of evidence to demonstrate the effect of VR on desired learning outcomes, this evidence is limited to technical or procedural skills or managing a single patient with clinical problems. Non-technical skills such as communications, decision making, team work, situation awareness, and managerial skills have not been explored by the IVR technology.
Objective:
This study aimed to (1) investigate the potential efficacy of VR-Hospital on the students’ (a) non-technical skills (b) sense of presence in the virtual clinical environment, and (c) satisfaction and self-confidence in learning; (2) identify the variables that predicted the non-technical skills; (3) explore their experience in using the IVR
Methods:
A multi-methods design with quantitative and qualitative approach was adopted. The participants were provided with the IVR system (VR-Hospital) with three scenarios in the training. The VR-Hosp was a IVR game which adopted a multi-bed, multi-patient, multi-task approach and embedded with various clinical situations. The learning outcomes were measured after the training followed by group interview.
Results:
202 students joined the study. The results revealed high levels of satisfaction and self-confidence in learning. Significant achievement in non-technical skills was perceived by the students. The level of satisfaction and self-confidence in learning, and the involvement and sensory fidelity domains in the sense of presence were positive predictors of NTS.
Conclusions:
The promising results offer a basis for designing IVR activities for nursing education. Further investigations are imperative to determine its impact on learning outcomes in clinical practice.
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