An Analysis of Priorities in Developing Virtual Reality Programs for Core Nursing Skills: Cross-sectional Descriptive Study Using the Borich Needs Assessment Model and Locus for Focus Model

Abstract

Background There are limitations to conducting face-to-face classes following the recent COVID-19 pandemic. Web-based education is no longer a temporary form of teaching and learning during unusual events, such as pandemics, but has proven to be necessary to uphold in parallel with offline education in the future. Therefore, it is necessary to scientifically organize the priorities of a learner needs analysis by systematically and rationally investigating and analyzing the needs of learners for the development of virtual reality (VR) programs for core nursing skills (CNS). Objective This study aimed to identify the priorities of learners’ needs for the development of VR programs for CNS using the Locus for Focus Model and Borich need assessment model. Methods The participants included nursing students in South Korea who were in their second year or higher and had taken courses in fundamental nursing or CNS-related classes. The survey took place from May 20 to June 25, 2021. A total of 337 completed questionnaires were collected. Of these, 222 were used to conduct the final analysis. The self-report questionnaire consisted of 3 parts: perception of VR programs, demand for developing VR programs, and general characteristics. The general characteristics of the participants were analyzed using descriptive statistics. To determine the priority of the demand for developing VR programs for CNS, the Locus for Focus Model and the Borich priority formula were used. Results In all, 7 skills were identified as being of the top priority for development, including intramuscular injection, intradermal injection, tube feeding, enema, postoperative care, supplying oxygen via nasal cannula, and endotracheal suction. Conclusions The analysis showed that nursing students generally needed and prioritized the development of VR programs for the nursing skills involving invasive procedures. The results of this study are intended to help in various practical education classes using VR programs in nursing departments, which are currently facing difficulties in teaching CNS on the web owing to COVID-19.

Digital Content System Development with a Reality Program Format to Enhance Learning Achievements in Digital Media Technology

“…Reality programs involve creating a program in the form of proceeds in the direction of the actual situation without writing scripts in advance. The program is in the form of realistic transactions which are necessary to prioritize needs of those who receive the real-life program systematically and have a reason [11]. Most reality programs are designed to accommodate this group in terms of learning, understanding and developing themselves in various forms [12,13].…”

Virtual Reality Simulation-Based Clinical Procedure Skills Training for Nursing College Students: A Quasi-Experimental Study

“…Core nursing skills are essential as they are frequently used in the daily responsibilities of nurses and constitute a fundamental component of nursing education and training [ 5 , 6 ]. Core nursing skills are frequently used in the daily tasks of nurses and are fundamental elements of nursing education and training [ 5 , 6 ].…”

“…Core nursing skills are essential as they are frequently used in the daily responsibilities of nurses and constitute a fundamental component of nursing education and training [ 5 , 6 ]. Core nursing skills are frequently used in the daily tasks of nurses and are fundamental elements of nursing education and training [ 5 , 6 ]. It has been shown that nursing students’ experience with essential nursing skills enhances their clinical performance and leads to higher levels in education and collaboration, interpersonal relationships and communication, and professional development areas [ 7 ].…”

“…To address this limitation, our study extended the IVR core nursing skills program over six weeks, allowing ample time for participants to practice these skills within a virtual ward environment closely resembling real clinical settings. This study focused on enemas and nasogastric feeding as a priority for VR program development, based on identified needs [ 5 ]. We aimed to evaluate the confidence, proficiency, task engagement, and learning satisfaction of 3D VR education by implementing three IVR programs covering enemas, nasogastric feeding, and nelaton catheterization.…”