JMIR Publications

ABSTRACT

Background:

Virtual reality simulation (VRS) teaching provides nursing students with a safe and immersive learning environment and immediate feedback, thereby enhancing learning outcomes. Before the COVID-19 pandemic, nursing students rarely had training and opportunities to care for patients with infectious diseases in isolation units. However, as evidenced by the pandemic, care for patients with infectious diseases remains a global priority.

Objective:

To (i) examine the effectiveness of VRS for caring for patients with infectious diseases on nursing students’ theoretical knowledge, learning motivation, and attitudes, and (ii) evaluate their experiences of VRS.

Methods:

For this two-phase mixed-methods study, third-year undergraduate nursing students enrolled in the Integrated Emergency and Critical Care course from a university in Taiwan were recruited. Phase one used a quasi-experimental design to address objective (i) by comparing the learning outcomes of students undergoing VRS group with those undergoing traditional teaching (the control group). Tools included an infection control written test, an Instructional Materials Motivation Survey (IMMS) and a learning attitude questionnaire. The experimental group used the VRS lesson entitled “Caring for a Patient with COVID-19 in the Negative Pressure Unit” in the infection control unit. In phase two, semi-structured interviews were conducted to address objective (ii) by elucidating the students’ learning experience.

Results:

Compared with the control group, the VRS group had significantly higher scores in the infection control written test (t = 2.704, P =.008) and significantly higher learning motivation (t = 2.094, P =.039). A statistically significant regression coefficient for learning attitudes before the end of the semester compared with the pre-test for two groups (β = 0.230, P =.009). The students’ learning experiences of VRS group were categorized into four themes: applied professional knowledge to patient care, enhanced infection control skills, demonstrated patient care confidence and participated in real clinical cases. The core theme is strengthening clinical patient care competencies.

Conclusions:

The findings revealed that the VRS teaching was effective in enhancing undergraduate nursing students’ infection control knowledge, learning motivation and attitudes. Qualitative insights supported the quantitative findings, suggesting a holistic outcome of VRS teaching in nursing education, including enhanced learning outcomes. The positive impact on student motivation and attitudes indicates a potentially transformative shift in how nursing education can be delivered, especially in a post-COVID-19 era where digital and remote learning tools are becoming increasingly important.