Effectiveness of Two Varying Levels of Virtual Reality Simulation

Abstract

AIM The aim of the study was to assess two levels of immersive virtual reality simulation (VRS) to teach the skill of decontamination. BACKGROUND Little is known about the use of VRS in providing disaster education, including retention. METHOD Quasiexperimental design with repeated measures, supplemented by qualitative data, using a convenience sample of senior baccalaureate nursing students (n = 197) from four Midwest campuses was used. Students were randomly assigned to a group (two levels of immersive VRS and a control group) to learn the skill of decontamination. Cognitive learning, performance, and performance time were measured pre/post and at six months. RESULTS Outcome measures were significant with immediate postintervention improvements and lower retention scores at six months. No significant differences were noted between groups. Students were satisfied with the VRS but found immersive VRS more interactive. CONCLUSION VRS provides another alternative for simulated learning experiences; best practice approaches for its use still need to be explored.

Is individual practice in an immersive and interactive virtual reality application non-inferior to practicing with traditional equipment in learning systematic clinical observation? A randomized controlled trial

“…The main features of the VirSam ABCDE application are immersion and interactivity, which have been found important for creating engagement and satisfaction in VR [19,39]. Most studies on the effect of VR evaluated in clinical-and healthcare reviews and meta-analyses have used either fully immersive [33,34] or interactive [36] solutions.…”

The Effects of Simulation-Based Learning Using Virtual Reality in Nursing Student: A Meta-Analysis

“…The characteristics of the 10 studies included in the review were summarized in Table 1. [13,14,16,19,21] used a pre-post design, and 5 studies [15,17,18,20,22] compared only post-test. 5 (50%) studies [13,15,[17][18][19] used an RCT design, and 5 studies [14,16,[20][21][22] used a non-RCT design.…”

“…[13,14,16,19,21] used a pre-post design, and 5 studies [15,17,18,20,22] compared only post-test. 5 (50%) studies [13,15,[17][18][19] used an RCT design, and 5 studies [14,16,[20][21][22] used a non-RCT design. 8 (80%) studies [13,14,16,[18][19][20][21][22] used computer-based VR, 1 study [15] used computer-based VR incorporating regular course, and 1 study [17] used computer-based VR incorporating simulation.…”

“…5 (50%) studies [13,15,[17][18][19] used an RCT design, and 5 studies [14,16,[20][21][22] used a non-RCT design. 8 (80%) studies [13,14,16,[18][19][20][21][22] used computer-based VR, 1 study [15] used computer-based VR incorporating regular course, and 1 study [17] used computer-based VR incorporating simulation. The sample size across the 10 included studies varied between 20 and 118, with a total of 630 participants.…”

“…The sample size across the 10 included studies varied between 20 and 118, with a total of 630 participants. The grades of nursing students were reported as follows: freshman (1 study [17] ), sophomore (2 studies [14,15] ), junior (1 study [13] ), senior (3 studies [18,19,21] ), and unclear (3 studies [16,20,22] ). The subject courses of computer-based virtual regular learning were diverse, with adult nursing (k=2), fundamental nursing (k=3), emergency nursing (k=3), maternity nursing (k=1) and pediatric nursing (k=1).…”