The Use of Virtual Reality in Nursing Education
Major
Nursing, BSN
Submission Type
Poster
Area of Study or Work
Nursing
Expected Graduation Date
2024
Location
CNS Atrium, Easel 22
Start Date
4-15-2023 10:30 AM
End Date
4-15-2023 11:45 AM
Abstract
Nursing education is concerned with both theoretical and clinical-based skills. Before nursing students can perform skills on real patients, they must practice these skills in the lab. Skills practice is undertaken to help students develop both critical thinking and psychomotor skills for competent practice. Nurse educators seek ways in which pedagogy can be expanded to include elements of both theory and practice, which may improve student nurses’ critical thinking and confidence/competence in performing skills. Gaming is one way in which nursing educators can improve student learning and critical thinking. Gaming consists of any educational intervention that uses game theory to promote learning. These interventions can include lessons as simple as board games or as complex as escape rooms or high fidelity simulations.
A new method to meet these pedagogical needs is virtual reality (VR), which has gained increasing attention in the educational setting. VR can be used to simulate a realistic clinical 3D situation and allow nursing students to practice skills in a way that provides spatial presence. Because time is limited in real life clinical settings, pedagogical innovations that can provide realistic experiences are needed. Little research has been completed with VR in nursing educational settings.
We are conducting a review of the literature surrounding the topic of VR and its use with student nurses. The importance of this review is to evaluate the efficacy in student nurse confidence and readiness for clinical practice when utilizing VR compared to other learning methods. Using the PRISMA technique for this literature search, we are examining research findings on VR use within nursing schools and its effect, if any, on student nurse learning, critical thinking or confidence in skills. Our review is currently in process.
The Use of Virtual Reality in Nursing Education
CNS Atrium, Easel 22
Nursing education is concerned with both theoretical and clinical-based skills. Before nursing students can perform skills on real patients, they must practice these skills in the lab. Skills practice is undertaken to help students develop both critical thinking and psychomotor skills for competent practice. Nurse educators seek ways in which pedagogy can be expanded to include elements of both theory and practice, which may improve student nurses’ critical thinking and confidence/competence in performing skills. Gaming is one way in which nursing educators can improve student learning and critical thinking. Gaming consists of any educational intervention that uses game theory to promote learning. These interventions can include lessons as simple as board games or as complex as escape rooms or high fidelity simulations.
A new method to meet these pedagogical needs is virtual reality (VR), which has gained increasing attention in the educational setting. VR can be used to simulate a realistic clinical 3D situation and allow nursing students to practice skills in a way that provides spatial presence. Because time is limited in real life clinical settings, pedagogical innovations that can provide realistic experiences are needed. Little research has been completed with VR in nursing educational settings.
We are conducting a review of the literature surrounding the topic of VR and its use with student nurses. The importance of this review is to evaluate the efficacy in student nurse confidence and readiness for clinical practice when utilizing VR compared to other learning methods. Using the PRISMA technique for this literature search, we are examining research findings on VR use within nursing schools and its effect, if any, on student nurse learning, critical thinking or confidence in skills. Our review is currently in process.