The Use of Virtual Reality Computer Simulation in Learning Port-A Cath Injection

Abstract

Cost-benefit management trends in Taiwan healthcare settings have led nurses to perform more invasive skills, such as Port-A cath administration of medications. Accordingly, nurses must be well-prepared prior to teaching by the mentor and supervision method. The purpose of the current study was to develop a computer-assisted protocol using virtual reality (VR) in performing Port-A cath as a training program for novice nurses. A pre-tested and post-tested control group experimental design was used in this study. Seventy-seven novice nurses were invited from one large medical center hospital in North Taiwan. Thirty-seven and forty nurses were randomly assigned to experimental and control groups. First, we designed a 40 minute port-A cath injection VR simulation. Then, the experimental group practiced this simulation two times over 3 weeks. The control group attended the traditional class. The post-test 1 was right after completion of the simulation practice. The post-test 2 was after the second simulation practice in 3 weeks. The results showed that most novice nurses lacked Port-A cath experience both in the classroom and during the period of their practice training. The knowledge score regarding the Port-A cath technique was significantly higher in the nurses that participated in the simulation training than in the control group. The novice nurses were most satisfied with the reduction in their fear of performing the Port-A cath technique and their enhanced clinical skills. VR simulation significantly reduced error rates and increased correct equipment selection, showing that nurses who participated in the simulation may be better prepared for inserting Port-A cath.

Effective patient safety education for novice RNs: A systematic review

“…The main education strategies, in order of high to lower frequency of use, were: (1) simulation-based learning, [26, 52-54, 56-58, 60-62] (2) didactic instruction and preceptored clinical experiences, [26,59] and (3) use of multi-media electronic technologies. [60,61] Case scenarios were reported as adjunct strategies and were used in a majority of studies. [26,[52][53][54][55][56][57][58][60][61][62] Student feedback was reported in most of the strategies as being provided through human debriefing experiences, [52-54, 56-59, 62] through real time computerized feedback, [60] and through real time live human feedback.…”

“…The second most frequently used simulator tool was multi-media electronic technologies. [60,61] These can be separated into different types of electronic technologies: a virtual reality task trainer [60] and an audio visual case presentation. [61] High-fidelity simulator manikins are programmed to have a large degree of precision for replicating human clinical reaction.…”

A Novel Virtual Pharmacy Examination Format and Student Self-Perceptions in Making Nonprescription Product Recommendations

“…Universities currently face larger class sizes, distance learning, and the expectation to do more with less (Tompson, 2003;Sibbald, 2003;Alexiou, 2004;Brands, 2009). In health care education, students must not only gain knowledge, but also master clinical and personal skills (Kinkade, 1995;Schlicht, 1997;Fuhrman, 2001;Sibbald, 2003Sibbald, , 2004Kiegaldie, 2006;Kluge, 2007;Orr, 2007;Tsai, 2008;Bambini, 2009;Brands, 2009;Paige, 2009;Kameg, 2010;Liaw, 2010). Simulations have commonly been useful as supplements in teaching complex concepts in pharmacology and pharmacokinetics (Li, 1995;Sewell, 1996;Haworth, 1997;Hedaya, 1998;Boje, 2005).…”

“…Simulations can allow students to accomplish experiential learning in a relatively low risk environment (Schlicht, 1997;Tompson, 2000;Kiegaldie, 2006;Bambini, 2009). From using simulations, students felt that they improved their understanding of complex concepts, enhanced communication and clinical skills, improved judgment, stimulated analytical thinking, increased information retention, and improved self-efficacy (Haworth, 1997;Fuhrman, 2001;Sibbald, 2003;Boje, 2005;Kiegaldie, 2006;Kluge, 2007;Orr, 2007;Tsai, 2008;Bambini, 2009;Paige, 2009;Kameg, 2010;Liaw, 2010). In previous studies, students who learned with simulations scored higher than students who were taught with traditional methods (Fuhrman, 2001;Liaw, 2010).…”

“…Overall, students reported that they felt the simulation experiences were beneficial, valuable, and relevant, and that they would recommend the simulation to other students (Sewell, 1996;Hedaya, 1998;Tompson, 2000;Sibbald, 2003Sibbald, , 2004Boje, 2005;Kiegaldie, 2006;Orr, 2007;Tsai, 2008;Bambini, 2009;Brands, 2009;Kameg, 2010). However, the user-friendliness of the simulation is a factor in how the students perceive simulations.…”