The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study

Cieslowski, Bethany J.; Haas, Tanya; Oh, Kyeung Mi; Chang, Kathleen; Oetjen, Cheryl A.

doi:10.1016/j.ecns.2023.02.001

Cited by 5 publications

(5 citation statements)

References 18 publications

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“…The use of VR is widespread predominantly in developing clinical "hard" skills compared to "soft" skills (Cieslowski et al, 2023), which is also the case with our VR suite. We capitalised on the increased student engagement in VR immersive environments compared to traditional classroom-based approaches, for example lectures, seminars, case studies, and role play that may not provide the same level of authenticity.…”

Section: Implications For Education and Practicementioning

confidence: 99%

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Milasan,

Farr,

Turnbull

et al. 2023

Int J Mental Health Nurs

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Trauma has been increasingly considered in mental health policies and strategies worldwide. However, the implementation of such initiatives into practice remains inconsistent resulting in a fragmented approach to trauma‐informed care. One explanation for the current state of trauma services is the unpreparedness of mental health nurses in line with emerging traumagenic theoretical frameworks. We addressed this gap by implementing an innovative pedagogic project co‐produced with people with lived experience of trauma. The aim of this qualitative study was to explore mental health nursing students' perspective on the usefulness of an art‐based approach to learning about, and working with, trauma in a non‐interactive virtual reality (VR) environment. Ten mental health nursing students have been conveniently selected to take part in a focus group. The thematic analysis revealed authenticity, the power of arts, and underutilisation of arts in mental health nursing as key themes following students' reflections and critical discussions. Recommendations to enhance trauma‐informed nursing education and practice are made to support an approach that has the potential to instil positive changes in the way mental health nursing students perceive and work with trauma in their practice.

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Section: Implications For Education and Practicementioning

confidence: 99%

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Milasan,

Farr,

Turnbull

et al. 2023

Int J Mental Health Nurs

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“…[4][5][6][8][9][10][11][12] Additional benefits of VR include improved knowledge acquisition 5,6,10,11 and performance. 6,13 In recent years, nursing education has experienced a dramatic increase in the use of XR. This novel way of teaching and learning delivers content by turning information into experience.…”

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confidence: 99%

“…In contrast to traditional methods, virtual worlds provide immersive experiences for learners to enhance skills, confidence, satisfaction, performance, communication, and critical thinking. [4][5][6]10,13 These advancements in technology offer the potential to…”

mentioning

confidence: 99%

“…Moreover, these technologies allow learners to manipulate computer-generated environments that mimic clinical experience to practice in a stress-free and safe environment 4–6,8–12. Additional benefits of VR include improved knowledge acquisition5,6,10,11 and performance 6,13…”

mentioning

confidence: 99%

“…This novel way of teaching and learning delivers content by turning information into experience. In contrast to traditional methods, virtual worlds provide immersive experiences for learners to enhance skills, confidence, satisfaction, performance, communication, and critical thinking 4–6,10,13. These advancements in technology offer the potential to facilitate the learning process and revolutionize nursing education 4,12…”

mentioning

confidence: 99%

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Prebrief Time for Immersive Virtual and Augmented Reality Simulation

Cieslowski,

Craig,

Gummadi

et al. 2023

Nurse Educ

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Background: Virtual reality and augmented technology are rapidly advancing and hold the potential to transform nursing education by offering a convenient, efficient, learner-centered way to educate students. A comprehensive and time-oriented prebrief is essential to the process. Purpose: This review analyzes the status of scientific exploration regarding the prebrief and time allotments for virtual and augmented reality simulation. Methods: Whittemore and Knafl's 5-stage method guided this integrative review. The authors searched 6 databases and selected 7 articles based on inclusion criteria. Results: The findings from this review demonstrated objectives, a safe learning environment, orientation, preparation materials, and time in the prebrief; yet, inconsistencies persist in the virtual and augmented reality prebrief. Conclusions: Defining a comprehensive and consistent prebrief is essential for high-quality simulation. A more standardized process, including time allotments, must be established for virtual and augmented reality.

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Issues, Innovations, and Challenges: Simulation Technologies in Related Learning Experiences

Cabanes,

Gargarino,

Delos Reyes

et al. 2024

SN COMPUT. SCI.

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The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study

Cited by 5 publications

References 18 publications

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Behind the creative canvas: An innovative trauma‐informed art‐based educational approach using an immersive learning pedagogy

Prebrief Time for Immersive Virtual and Augmented Reality Simulation

Issues, Innovations, and Challenges: Simulation Technologies in Related Learning Experiences

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