Virtual and augmented reality: Implications for the future of nursing education

Mendez, Kyra Jennifer Waligora; Piasecki, Rebecca J.; Hudson, Krysia Warren; Renda, Susan; Mollenkopf, Nicole L.; Nettles, Brenda; Han, Hae Ra

doi:10.1016/j.nedt.2020.104531

Cited by 63 publications

(41 citation statements)

References 20 publications

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“… Tantillo and Christopher (2020) asserted faculty should prioritize student needs when selecting and designing experiences, and they offered best practices for a variety of learning tools and web-based learning strategies. Mendez et al (2020) emphasized the importance of following standardized concepts when adopting and implementing virtual technologies.…”

Section: Literature Reviewmentioning

confidence: 99%

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Fogg

Wilson

Trinka

et al. 2020

Journal of Professional Nursing

101

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When the COVID-19 pandemic forced university campuses and healthcare agencies to temporarily suspend both undergraduate and graduate direct care educational experiences, nursing programs had to formulate alternative plans to facilitate clinical learning. Texas Woman's University used this opportunity to assemble a faculty group tasked with creating a set of college-wide guidelines for virtual simulation use as a substitution for traditional face-to-face clinical. The process included completing a needs assessment of both undergraduate and graduate level programs across three campuses and identifying regulatory requirements and limitations for clinical experiences. The task force utilized the information gathered to develop evidence-based recommendations for simulation hour equivalence ratios and compiled a list of virtual activities and products faculty could use to complete clinical experiences. Undergraduate and graduate student surveys were conducted to determine the effectiveness of the transition to virtual clinical experiences. Overall, the majority of survey results were positive regarding virtual simulation experiences providing students with valuable opportunities to enhance their learning. Negative comments regarding the impact of COVID-19 on a personal level included issues involving internet access and web conferencing logistics, lack of motivation to study, family difficulties, and faculty inexperience teaching in an online environment. Undergraduate pre-licensure students were provided with opportunities to successfully complete all remaining required clinical hours virtually, while graduate students were allowed to complete non-direct care hours as applicable using virtual clinical experiences.

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Section: Literature Reviewmentioning

confidence: 99%

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Fogg

Wilson

Trinka

et al. 2020

Journal of Professional Nursing

101

View full text Add to dashboard Cite

show abstract

“…is kind of software emphasizes that the scene and the patient's discomfort reaction are displayed through the computer screen and the operator is immersed in the virtual situation. According to the relevant data and information, the purpose of nursing for Journal of Healthcare Engineering patients' discomfort and pain is to train students to exercise appropriate and scientific problem-solving ability according to the patient's condition in complex situations [48,49]. [51].…”

Section: Teaching Activities Focusing On the Development Of Clinical Inkingmentioning

confidence: 99%

Influence of Virtual Reality Technology on Clinical Thinking Cultivation of Medical Students

Wang

2021

Journal of Healthcare Engineering

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Clinical thinking is not only the basis and premise of clinical reasoning and decision-making, but the necessary quality to cultivate reliable, responsible, and emotional excellent doctors. Virtual reality technology provides a real clinical learning environment for medical students, which can bridge the gap between medical theory and medical practice and save educational resources. Virtual reality is helpful to cultivate medical students’ clinical thinking and prepare for their clinical practice. Through the deconstruction of clinical thinking, this paper determines the connotation and constituent elements of clinical thinking, puts forward the model framework for virtual reality technology to promote the development of medical students’ clinical thinking, and explains the impact of virtual reality technology on the development of medical students’ clinical thinking, clinical reasoning, and critical thinking from the aspects of virtual reality situation, teaching activities, and virtual reality characteristics.

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“…Its use is expected to expand as the COVID-19 pandemic continues to create clinical site shortages. As virtual reality technology continues to improve, VS with greater realism and dynamic interaction may continue to serve as an essential tool by providing opportunities to enhance experiential learning ( Kolb, 2015 ) and foster person-centered care in nursing education ( Liaw et al, 2020 ; Mendez et al, 2020 ).…”

mentioning

confidence: 99%

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

Kim¹,

Kang²,

Gagné³

2021

Clinical Simulation in Nursing

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Background This study aimed to understand pre-licensure nursing students’ perceptions and experiences of using virtual simulation as an alternative to clinical practice during the coronavirus 2019 (COVID-19) pandemic in South Korea. Methods A total of 20 students from a 4-year baccalaureate nursing program participated in this descriptive qualitative study. Six focus group interviews using Zoom video communications were conducted with three to four participants to understand their experiences. Data were analyzed using an inductive content analysis approach. Results The following three major themes emerged: (a) difficulties encountered in using virtual simulation, (b) benefits to student confidence and competence to provide patient-centered care, and (c) gaps in satisfaction due to needed improvements. Conclusion Virtual simulation could be beneficial for improving pre-licensure nursing students’ confidence and competence; however, improvements to virtual simulation realism and engagement are needed to maximize user satisfaction and performance.

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Virtual and augmented reality: Implications for the future of nursing education

Cited by 63 publications

References 20 publications

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Transitioning from direct care to virtual clinical experiences during the COVID-19 pandemic

Influence of Virtual Reality Technology on Clinical Thinking Cultivation of Medical Students

Nursing Students’ Perceptions and Experiences of Using Virtual Simulation During the COVID-19 Pandemic

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