Awareness, Current Educational State and Educational Requirements of Virtual Reality and Augmented Reality among Nursing Students

Joo, Ga Eul; kim, Bo Na; Park, Min Jung; Park, Sang Uk; Bang, Ae Rin; Lim, Young‐Jun; Jeong, Gyeong Bin; Jeong, Ji Min; Joo, Yeon Jung

doi:10.38083/jkns.24.2.202008.001

Cited by 11 publications

(6 citation statements)

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“…The participants showed the lowest score (mean 3.22, SD 0.90) for the questionnaire item regarding the concept of VR. This appeared to be consistent with the previous research results, which indicated that only 61.6% of students who had heard of VR or augmented reality (AR) before (99.7%) said they could accurately distinguish between VR and AR [13]. Nevertheless, the participants responded that VR programs for CNS would help enhance clinical performance (mean 3.90, SD 0.98), as well as the quality of CNS education (mean 3.90, SD 0.95), showing positive expectations for practical training using VR programs in the future.…”

Section: Principal Findingssupporting

confidence: 91%

“…Nevertheless, the participants responded that VR programs for CNS would help enhance clinical performance (mean 3.90, SD 0.98), as well as the quality of CNS education (mean 3.90, SD 0.95), showing positive expectations for practical training using VR programs in the future. This was consistent with the results of previous related studies, which stated that VR-and AR-applied education would enhance learning and clinical performance [13]. In addition, the use of VR programs not only improves students' understanding and proficiency in CNS but also allows them to experience, in advance, how to respond to various patient reactions when directly performing CNS in real nursing situations [14].…”

Section: Principal Findingssupporting

confidence: 90%

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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

Jeong

Lim

2022

JMIR Serious Games

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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.

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Section: Principal Findingssupporting

confidence: 91%

Section: Principal Findingssupporting

confidence: 90%

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

Jeong

Lim

2022

JMIR Serious Games

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“…Nursing students must meet patients in the clinical field through clinical practice and cultivate nursing theory and skills. Still, the opportunity to apply nursing techniques directly to subjects has reduced been due to the recent emphasis on human rights and the safety of patients [1]. Nursing students may become carriers for HAIs by directly contacting patients during clinical practice or by risking exposure to infections.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a Virtual Reality-based Infection Control Education Program

Cha,

Choi,

Kim

et al. 2024

J Korean Acad Fundam Nurs

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Purpose: This study evaluated the effect of virtual reality (VR)-based infection control (IC) education program on IC knowledge, awareness, performance confidence, and self-efficacy in nursing students.Methods: A single-group pretest-posttest design was employed. The study participants consisted of 86 nursing students. The VR-based IC education program was developed by applying the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subject of the VR-based IC education program was isolation precautions. The effects of the VR-based educational program were measured via a questionnaire.Results: There were no significant differences in IC knowledge before and after the VR-based IC education program. However, IC awareness (t=2.31, p=.023), IC performance confidence (t=2.19, p=.031), and self-efficacy (t=3.43, p=.001) exhibited statistically significant increases after the VR-based IC education program. Satisfaction with the VR-based IC education program was relatively high, at 4.71±0.59 points.Conclusion: IC education using VR effectively strengthened IC competency by improving IC awareness, performance confidence, and self-efficacy. Therefore, it is necessary to develop and utilize various VR-based IC education content for nursing students.

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“…Moreover, there is a dearth of high-quality intervention studies based on systematic processes to measure the educational effectiveness of online practicum using VR and AR. 11 Ayres' 2 learning transfer model proposes that educational outcomes are largely determined by the motivation of the students to transfer knowledge and that educational outcomes are not solely in uenced by student characteristics or educational content, but also by the students' motivation to learn, which encompasses their expectations, preferences, and interests. Transfer motivation refers to the intention to apply learned knowledge and skills to clinical practice, and is proposed as an appropriate measure of the fundamental purpose of clinical practicum.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Effectiveness of a Virtual Reality-Based Simulation Program for Mental Health Nursing Practicum

Kim,

Lim,

Kim

2023

Preprint

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Introduction: To develop a virtual mental nursing practice program and verify its effectiveness. Methods Participants were fifty-four fourth grade nursing students who completed more than one semester of theoretical courses in mental nursing with no psychiatric nursing clinical practice experience. The program comprised six themes; its effect was analyzed using repeated measures ANOVA. Results There were significant effects between groups and time points in mental disease-related knowledge, learning flow, and learning satisfaction. Conclusions The simulation education program was effective as an intermediate educational space connecting theoretical and field education. It can enhance students’ ability and confidence to interact with patients and perform therapeutic nursing.

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Awareness, Current Educational State and Educational Requirements of Virtual Reality and Augmented Reality among Nursing Students

Cited by 11 publications

References 0 publications

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

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

Effectiveness of a Virtual Reality-based Infection Control Education Program

Assessing the Effectiveness of a Virtual Reality-Based Simulation Program for Mental Health Nursing Practicum

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