1
|
Bruce C, Wells-Beede E, Seo JH, Han G, Thai L. Revolutionizing Mental Health Nursing Education: Virtual Reality Simulation for Understanding and Intervening in Major Depressive Disorder and Suicidal Thoughts. Nurs Educ Perspect 2024; 45:322-324. [PMID: 39007677 DOI: 10.1097/01.nep.0000000000001305] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/16/2024]
Abstract
ABSTRACT Utilizing Healthcare Simulation Standards of Best Practice™, a virtual reality (VR) platform was created to meet American Association of Colleges of Nursing Essential and Quad Council Public Health competencies. The scenario, involving major depressive disorder with suicidal ideation and alcohol dependency, engages learners in assessing suicide risk, recognizing symptoms, and recommending treatment. Eighty-four prelicensure nursing students have taken part in this mental health VR simulation since spring 2023. Although no significant difference was observed between pre-post knowledge, learners appreciated the VR experience. Student ratings were lowest for how physically demanding the task was and highest for their focus and interest in successfully doing the simulation.
Collapse
Affiliation(s)
- Cody Bruce
- About the Authors Cody Bruce, PhD, MSN Ed, RN, CNE, ACUE, is an associate professor, University of North Texas Health Science Center at Fort Work College of Nursing. Elizabeth Wells-Beede, PhD, RN, C-EFM, CSHE-A, CNE, ACUE, FAAN, is senior associate dean, University of North Texas Health Science Center at Fort Work College of Nursing. Jinsil Hwaryoung Seo, PhD, is an associate professor, Texas A&M University School of Performance, Visualization & Fine Arts, College Station. Gang Han, PhD, is an associate professor, Texas A&M University School of Public Health, College Station. Lauren Thai, MEd, CHSOS, is a program coordinator, Texas A&M School of Nursing, Round Rock. This project was funded by the Health Resources and Services Administration (HRSA), Nurse Education, Practice, Quality and Retention Simulation Education Training Program, 2021-2023, HRSA-20-110. For more information, contact Dr. Bruce at
| | | | | | | | | |
Collapse
|
2
|
Ota Y, Aikawa G, Nishimura A, Kawashima T, Imanaka R, Sakuramoto H. Effects of educational methods using extended reality on pre-registration nursing students' knowledge, skill, confidence, and satisfaction: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 141:106313. [PMID: 39042984 DOI: 10.1016/j.nedt.2024.106313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 06/11/2024] [Accepted: 07/11/2024] [Indexed: 07/25/2024]
Abstract
AIMS This study examined whether educational methods utilizing extended reality (XR) improve pre-registration nursing students' knowledge, skills, confidence, and satisfaction compared with traditional methods. DESIGN We conducted a systematic review and meta-analysis of the effectiveness of XR in nursing education based on the Cochrane methodology. DATA SOURCES Randomized controlled trials (RCTs) were searched in MEDLINE, CINAHL, ERIC, Web of Science, Cochrane Central Register of Controlled Trials, and Igaku Chuo Zasshi from inception of each database to March 21, 2024. REVIEW METHODS Two authors independently screened study titles and abstracts to identify potentially relevant studies. Subsequently, two reviewers independently assessed the eligibility of the studies based on full-text reviews and extracted the data. They calculated the pooled effect estimates associated with pre-registration nursing students' knowledge and skills, confidence, and satisfaction using a random-effects meta-analytic model. RESULTS Among the 1615 records identified, 128 studies were identified. Following full-text evaluation, 38 studies were included in the systematic review. The meta-analysis included 34 studies. XR had significant positive effects on knowledge (N = 1926, standard mean difference [SMD] = 0.55, 95 % confidence interval [CI]: 0.34 to 0.77), skills (N = 904, SMD = 1.00, 95 % CI: 0.46 to 1.54), and satisfaction (N = 574, SMD = 1.19, 95 % CI: 0.09 to 2.30). In particular, immersive virtual reality (VR) had significant positive effects on knowledge (N = 707, SMD = 0.60, 95%CI: 0.36 to 0.83), skills (N = 302, SMD = 1.60, 95%CI: 0.70 to 2.50), and satisfaction (N = 406; SMD = 1.63, 95%CI: 0.04 to 3.22). CONCLUSIONS XR may be a viable teaching strategy for improving knowledge, skills, and satisfaction acquisition. In particular, immersive VR improves knowledge, skills, and satisfaction. XR could not be a direct replacement for traditional methods but can complement pre-registration nursing students' traditional education methods.
Collapse
Affiliation(s)
- Yuma Ota
- Faculty of Healthcare, Division of Nursing, Tokyo Healthcare University, Japan.
| | - Gen Aikawa
- College of Nursing, Kanto Gakuin University, Japan
| | - Ayako Nishimura
- Faculty of Healthcare, Division of Nursing, Tokyo Healthcare University, Japan
| | | | - Ryota Imanaka
- Department of Nursing, Kyorin University Hospital, Japan
| | - Hideaki Sakuramoto
- Department of Critical Care and Disaster Nursing, Japanese Red Cross Kyushu International College of Nursing, Japan
| |
Collapse
|
3
|
Yeh SY, Hassan S, LaCaze D, Weston CG, Wells-Beede E. Using Virtual Reality Simulation for Screening Brief Intervention and Referral to Treatment. J Nurs Educ 2024; 63:453-459. [PMID: 38979729 DOI: 10.3928/01484834-20240505-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/10/2024]
Abstract
BACKGROUND This study examined the effects of virtual reality on students' confidence and knowledge in Screening, Brief Intervention, and Referral to Treatment (SBIRT), and understanding of substance use disorders (SUDs) in mental health and primary care settings. METHOD Using a pre- and postdesign, questionnaires were distributed before, immediately after, and 3 months after the simulation. RESULTS Data analysis revealed significant increases in SBIRT characteristics, screening tools, and alcohol consumption guidelines from pre- to postsimulation (p < .05) among the participants (n = 380). Confidence levels improved significantly (p < .001), with no notable difference between post-simulation and follow-up surveys. CONCLUSION Simulation training with structured prebriefing and debriefing sessions facilitated the application of learned skills during the simulation, boosting students' self-efficacy and readiness. [J Nurs Educ. 2024;63(7):453-459.].
Collapse
|
4
|
Güngör S, Yava A, Koyuncu A. Designing and implementing a training program on surgical hand scrubbing, wearing surgical cap and surgical mask, gowning, and gloving using HMD-based virtual reality technologies for nursing students: an exploration of student perceptions. Front Med (Lausanne) 2024; 11:1364465. [PMID: 38933115 PMCID: PMC11199414 DOI: 10.3389/fmed.2024.1364465] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Accepted: 05/13/2024] [Indexed: 06/28/2024] Open
Abstract
Objective The aim of this study is to determine the steps of a training program utilizing Head-Mounted Display (HMD) based Virtual Reality Technology to enhance nursing students' skills in surgical hand scrubbing, wearing surgical cap and surgical mask, gowning and gloving, and to evaluate students' perceptions toward the program. Methods The study aimed to investigate the potential applications of HMD-Based Virtual Reality Technology in Surgical Hand Scrubbing, Wearing Surgical Cap and Surgical Mask, Gowning and Gloving Program for nursing students, as well as students' perceptions toward this technology. The research was conducted with a focus group consisting of second-year nursing students in Osmaniye/Turkey, between January and June 2022, and the training program was implemented in five stages: Analysis, Design, Development, Implementation, and Evaluation. The program was evaluated with a focus group of nursing students. Focus group discussions were conducted to provide insights into students' experiences, feedback, and perceptions of the program. Results A vast majority of participants (92.5%) reported feeling fully immersed in the operating room environment during the virtual reality (VR) experience. Notably, all students acknowledged the potential of HMD-Based Virtual Reality Technology to enrich their understanding of surgical hand scrubbing, wearing surgical cap and surgical mask, gowning and gloving procedures, surpassing conventional instructional models. While many participants found the experience exhilarating (85.1%), a considerable portion reported a decline in engagement after repeated exposures (88.8%). Overall, participants welcomed the integration of VR technology into education, expressing optimism about its capacity to facilitate additional instructional modules (74.4%). Moreover, they conveyed satisfaction with the opportunity to engage with the VR application, emphasizing its significant educational value (81.4%). Conclusion Based on these findings, we can suggest that virtual reality technology has the potential to have an impact on nursing students' education. The majority of students expressing a sense of presence in the operating room highlights the value of this method in education. However, the reported boredom after repeated experiences by most participants underscores the importance of diversifying the program and introducing innovative approaches to keep students engaged.
Collapse
Affiliation(s)
- Songül Güngör
- Department of Nursing, Osmaniye Korkut Ata University, Osmaniye, Türkiye
| | - Ayla Yava
- Department of Nursing, Hasan Kalyoncu University, Gaziantep, Türkiye
| | - Aynur Koyuncu
- Department of Nursing, Hasan Kalyoncu University, Gaziantep, Türkiye
| |
Collapse
|
5
|
Ordu Y, Aydoğan S, Çalışkan N. The effect of interactive learning method on nursing students' learning of movement requirement: A randomized controlled study. NURSE EDUCATION TODAY 2024; 137:106163. [PMID: 38503247 DOI: 10.1016/j.nedt.2024.106163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2023] [Revised: 01/30/2024] [Accepted: 03/10/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND Interactive learning is one of the active learning methods used to develop students' knowledge and skills. OBJECTIVES This study was conducted to determine the effect of the interactive learning method with questions prepared according to Bloom's taxonomy on nursing students' learning of the need for movement. DESIGN It is a randomized controlled study conducted in May 2023. PARTICIPANTS This study was conducted with 134 first-year nursing students taking the Fundamentals of Nursing course. The students were randomly divided into control (n = 67) and experimental (n = 67). METHOD The data was collected by using a form delineating descriptive characteristics, a test assessing the necessity of movement knowledge, an analysis of a specific case study, and an assessment form for gathering student opinions on interactive learning. The queries within the data collection form were tailored to align with Bloom's taxonomy. Following the theoretical instruction, each student participated in the mobility needs knowledge test and case analysis (pre-test). The instructional session for the control group involved conventional lecture-style teaching supplemented with a question-and-answer format, while the experimental group received instruction through an interactive learning approach. One week subsequent to this, all students retook the mobility needs knowledge test and case analysis (post-test). Subsequently, feedback regarding the interactive learning method was solicited from the students. RESULTS The knowledge test revealed a statistically significant difference, with the control group exhibiting a higher median comprehension score in the post-test compared to the experimental group (p < 0.05). Regarding the case analysis, statistical analysis demonstrated that the experimental group surpassed the control group in median scores for comprehension, synthesis, and total scores, with a significant difference (p < 0.05). Additionally, most students expressed favorable opinions toward the interactive learning approach. CONCLUSIONS It is recommended that studies on interactive learning be repeated in different subjects in nursing education. CLINICALTRIALS gov ID:NCT05868278.
Collapse
Affiliation(s)
- Yadigar Ordu
- Necmettin Erbakan University, Faculty of Nursing, Department of Nursing, Konya, Turkey.
| | - Sinan Aydoğan
- Burdur Mehmet Akif Ersoy University, Health Sciences Faculty, Department of Nursing, Burdur, Turkey.
| | - Nurcan Çalışkan
- Gazi University, Faculty of Nursing, Department of Nursing, Ankara, Turkey.
| |
Collapse
|
6
|
Yoon H, Lee E, Kim CJ, Shin Y. Virtual Reality Simulation-Based Clinical Procedure Skills Training for Nursing College Students: A Quasi-Experimental Study. Healthcare (Basel) 2024; 12:1109. [PMID: 38891184 PMCID: PMC11171961 DOI: 10.3390/healthcare12111109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2024] [Revised: 05/19/2024] [Accepted: 05/22/2024] [Indexed: 06/21/2024] Open
Abstract
Core nursing skills are emphasized in nursing education, given their vital role in nurses' competence; however, invasive nursing procedures like catheterization and enemas are infrequently performed in actual clinical practice, primarily being observed rather than executed. Virtual reality simulation training involves performing core nursing skills on virtual patients in a three-dimensional virtual reality environment, following the correct procedures. The purpose of this study is to examine the effects of VR simulation on nursing students' confidence, proficiency, task engagement, and satisfaction. The study participants included 76 second-year nursing students, with 37 in the VR group and 39 in the control group. The VR group engaged in immersive VR (IVR) training sessions including enemas, nasogastric feeding, and nelaton catheterization. Conversely, the control group practiced these skills using mannequins. Assessments evaluated confidence, proficiency, learning satisfaction, and task engagement before and after the intervention. The average age of the study participants was 21.07 years, with 78.95% being female and 21.05% being male. The study findings revealed no significant differences between the VR and control groups regarding confidence (F = 3.878, p = 0.053), task engagement (F = 0.164, p = 0.687), and learning satisfaction (F = 0.668, p = 0.416). However, the VR group demonstrated significantly higher proficiency in the overall assessment of nasogastric feeding (F = 5.389, p = 0.023) and core components of nelaton catheterization (F = 4.046, p = 0.048). The IVR program emerged as an effective and valuable teaching tool, particularly well-suited for second-year nursing students, significantly enhancing proficiency.
Collapse
Affiliation(s)
- Hyeongyeong Yoon
- Seongnam Campus, College of Nursing, Eulji University, Seongnam-si 13135, Republic of Korea;
| | - Eunwha Lee
- Department of Nursing, Ewha Womans University Seoul Hospital, Seoul 07804, Republic of Korea;
| | - Chung-Jong Kim
- Department of Internal Medicine, Ewha Womans University College of Medicine, Seoul 07985, Republic of Korea;
| | - Yoonhee Shin
- Ewha Medical Academy, Ewha Womans University Seoul Hospital, Seoul 07985, Republic of Korea
- College of Nursing, Ewha Womans University, Seoul 03760, Republic of Korea
| |
Collapse
|
7
|
Babaita AO, Kako M, Teramoto C, Okamoto M, Hayashi Y, Ohshimo S, Sadamori T, Hattori M, Moriyama M. Face-to-face versus 360° VR video: a comparative study of two teaching methods in nursing education. BMC Nurs 2024; 23:199. [PMID: 38523319 PMCID: PMC10962166 DOI: 10.1186/s12912-024-01866-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Accepted: 03/13/2024] [Indexed: 03/26/2024] Open
Abstract
BACKGROUND The practical sessions during skills laboratory simulation or clinical simulation are cores of nursing education. For this, different modalities have been devised to facilitate psychomotor skills learning. One of the commonly used educational material or instructional method to supplement skills learning across various disciplines is video-based teaching method. The opportunities of traditional two-dimensional video might be limitless and maximized with 360º virtual reality (VR) video, which offers immersive experience. This study incorporates 360º VR video into skills laboratory training as an alternative approach to face-to-face procedure demonstration. METHODS An open-label, parallel (1:1), randomized controlled trial study was conducted among third-year undergraduate nursing students at Hiroshima University, Japan. The nursing students were block-randomized into 360º VR video and face-to-face demonstration group. After a 3-hour theoretical class of patient management on ventilator and closed-suction principles of mechanically ventilated patients in an Intensive Care Unit focused class, the 360º VR group watched the 360º VR video of closed tracheal suction (including oral) using the head-mounted display of Meta Quest 2 individually, while the face-to-face group attended the instructor's demonstration. A week after the skills laboratory, the students' psychomotor skills, knowledge, satisfaction, confidence were evaluated; the 360º VR video group's perception was explored; Wilcoxon rank-sum test was used to compare the two groups. RESULTS A total of 57 students were analyzed; 27 students in the 360º VR video group and 30 students in face-to-face group. There were no statistically significant differences between both groups in skills, knowledge, and confidence. However, the face-to-face group had higher satisfaction level than the 360º VR group; this difference was statistically significant. In the 360º VR video group, 62% agreed that VR makes learning more interesting; more than half of students (62.5%) experienced VR sickness symptoms, and "feeling of drunk" is the highest. The students appreciated the ready to use, immersiveness, and realism; however, symptoms and discomfort, burdensomeness, and production limitations were improvements recommended. CONCLUSION Although face-to-face demonstration is the established method of teaching psychomotor skills to nursing students, the use of 360º VR video could achieve similar learning effect as an alternative approach.
Collapse
Affiliation(s)
- Abdulfatai Olamilekan Babaita
- Graduate School of Biomedical and Health Sciences, Program of Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Mayumi Kako
- Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Kasumi 1-2-3 Minami-ku, Hiroshima, 734-8553, Japan
| | - Chie Teramoto
- Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Kasumi 1-2-3 Minami-ku, Hiroshima, 734-8553, Japan
| | - Miho Okamoto
- Intensive Care Unit, Hiroshima University Hospital, Hiroshima, Japan
| | - Yoko Hayashi
- Intensive Care Unit, Hiroshima University Hospital, Hiroshima, Japan
| | - Shinichiro Ohshimo
- Department of Emergency and Critical Care Medicine, Graduate School of Biomedical and Health Sciences, Advanced Emergency and Critical Care Center, Hiroshima University, Hiroshima University Hospital, Hiroshima, Japan
| | - Takuma Sadamori
- Department of Emergency and Critical Care Medicine, Graduate School of Biomedical and Health Sciences, Advanced Emergency and Critical Care Center, Hiroshima University, Hiroshima University Hospital, Hiroshima, Japan
| | - Minoru Hattori
- Center for Medical Education, Faculty of Medicine, Hiroshima University, Hiroshima, Japan
| | - Michiko Moriyama
- Division of Nursing Science, Graduate School of Biomedical and Health Sciences, Hiroshima University, Kasumi 1-2-3 Minami-ku, Hiroshima, 734-8553, Japan.
| |
Collapse
|
8
|
Cheon H, Song JA, Kim J, Jung S, Kim GJ. Virtual Reality-Based Education Program for Managing Behavioral and Psychological Symptoms of Dementia: Development and Feasibility Test. Comput Inform Nurs 2024; 42:118-126. [PMID: 38129321 DOI: 10.1097/cin.0000000000001096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
This study aims to develop a virtual reality-based education program for managing behavioral and psychological symptoms of dementia for family carers of persons living with dementia and investigate the feasibility for users. The program was developed through literature review, interviews with family carers, surveys, and expert content validity assessment. User feasibility was evaluated quantitatively through a questionnaire on usefulness, ease of use, and satisfaction, and qualitatively through participant interviews. The program was produced in two parts, Type 1 and Type 2, consisting of three and six episodes, respectively. Participants showed a high level of satisfaction with overall program scores of 4.28 ± 0.66 and 4.34 ± 0.41 for the two evaluations. Participants also expressed that both programs were helpful, Type 1 for achieving changes in attitude associated with more understanding of persons living with dementia and Type 2 for acquiring coping methods through communication training. Use of the virtual reality device was not inconvenient and was identified as helpful due to the high immersion experience. Results of this study confirmed that family carers had no resistance to education using new technologies such as virtual reality devices and that virtual reality-based education could be effective for training family carers.
Collapse
Affiliation(s)
- Hongjin Cheon
- Author Affiliations: College of Nursing (Drs Cheon and Song) and BK21 FOUR R&E Center for Learning Health Systems (Dr Song), Korea University, Seoul; Department of Nursing, Seojeong University (Dr Kim), Yangju; College of Nursing, Chonnam National University (Dr Jung), Gwangju; and College of Informatics, Korea University (Dr Kim), Seoul, Republic of Korea
| | | | | | | | | |
Collapse
|
9
|
Yu TY, Huang TW, Huang HC, Li SY, Chuang YH. Effects of an Interactive e-Book on Enhancing Nursing Students' Knowledge, Confidence, and Learning Self-efficacy of Nursing Skills: A Randomized Controlled Trial. Nurse Educ 2024; 49:E20-E25. [PMID: 37647544 DOI: 10.1097/nne.0000000000001490] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
BACKGROUND Interactive e-books offer multimedia and interactive features that make them particularly suitable for learning nursing skills and also allow for easy content updating, ensuring that students learn the most current skills based on the latest clinical guidelines. PURPOSE To examine the effectiveness of an interactive e-book in increasing nursing students' knowledge, confidence, and learning self-efficacy of performing nasogastric tube feeding. METHODS A randomized controlled trial was conducted with 62 nursing students, with the experimental group using an interactive e-book for learning whereas the comparison group using a printed textbook. RESULTS The experimental group demonstrated significantly greater knowledge and confidence improvements than the comparison group, but no significant difference was found in learning self-efficacy. The experimental group was significantly more satisfied with the learning materials than the comparison group. CONCLUSIONS Interactive e-books are more effective in enhancing nursing students' knowledge and confidence in performing nursing skills than printed textbooks.
Collapse
Affiliation(s)
- Tzu-Yuan Yu
- Graduate Student (Ms Yu), Professor (Drs T. W. Huang and Chuang), and Associate Professor (Dr H. C. Huang), School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan; Registered Nurse (Dr T. W. Huang) and Research Supervisor (Dr Chuang), Department of Nursing, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan; Director (Dr T. W. Huang) and Research Supervisor (Dr Chuang), Research Center in Nursing Clinical Practice, Wan Fang Hospital, Taipei Medical University, Taipei, Taiwan; Researcher (Dr T. W. Huang), Cochrane Taiwan, Taipei Medical University, Taipei, Taiwan; and Registered Nurse (Ms Li), Department of Nursing, National Taiwan University Hospital, Taipei, Taiwan
| | | | | | | | | |
Collapse
|
10
|
Zhao L, Dai X, Chen S. Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. Int J Nurs Sci 2024; 11:76-82. [PMID: 38352279 PMCID: PMC10859578 DOI: 10.1016/j.ijnss.2023.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2023] [Revised: 11/18/2023] [Accepted: 12/11/2023] [Indexed: 02/16/2024] Open
Abstract
Objective This study aimed to evaluate the effect of case-based learning (CBL) method with virtual reality (VR) simulation technology (CBL-VR) on midwifery laboratory courses. Methods A quasi-experimental design was employed. A total of 135 midwifery students were recruited from Nursing College of Guilin Medical University in China from September 2020 to January 2022. Intervention group recruited students from the Class of 2019 (n = 59) and control group recruited students from the Class of 2018 (n = 76). The intervention group students received the CBL-VR method based on traditional laboratory teaching, the contents of course included four sections: eutocia (6 class hours), dystocia (6 class hours), umbilical cord prolapse (2 class hours), and neonatal asphyxia and resuscitation (4 class hours), 40 min per class hour. The control group students received the traditional laboratory teaching. Students' academic performance, Self-Directed Learning (SDL) Ability Questionnaire, and the education satisfaction questionnaire were used to evaluate the teaching efficacy between two groups. Results After intervention, the intervention group students achieved higher scores than the control group in individual operation ability (90.88 ± 2.14 vs. 89.24 ± 3.15), team operation ability (90.97 ± 2.33 vs. 81.28 ± 5.45), and midwifery case analysis ability (88.64 ± 3.19 vs. 86.70 ± 2.56) (P <0.01). Prior to the implementation of the course, there was no difference in the SDL ability scores between the two groups of students (P > 0.05). However, following the course intervention, the SDL ability scores of the intervention group were higher than those of the control group (94.78 ± 6.59 vs. 88.12 ± 8.36), and the scores in all dimensions of the intervention group were also higher (P < 0.05). Additionally, more than 94% of the students indicated that CBL-VR method developed comprehensive abilities, including independent-study enthusiasm, independent thinking, collaboration, and communication. Conclusion Using the CBL-VR method in midwifery lab courses improved students' course performance, SDL ability, and comprehensive ability. Students highly recognized the effectiveness of this approach.
Collapse
Affiliation(s)
- Lingyun Zhao
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Xiaohong Dai
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| | - Siyu Chen
- Nursing College, Guilin Medical University, Guilin, Guangxi Zhuang Autonomous Region, China
| |
Collapse
|
11
|
Kardaş Özdemir F, Kesgin Güngör MC, Cici AM. Comparison of video-assisted education and traditional classroom education in pediatric cardiopulmonary resuscitation education of nursing students. J Pediatr Nurs 2023; 73:e388-e394. [PMID: 37833157 DOI: 10.1016/j.pedn.2023.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Revised: 10/02/2023] [Accepted: 10/02/2023] [Indexed: 10/15/2023]
Abstract
AIM This research aimed to compare the effectiveness of traditional classroom education and video-assisted education methods used in Pediatric (CPR) education and determine students' level of satisfaction with the education methods used. METHOD This research had a randomized, experimental, pretest-posttest design. The research was completed with 98 students (54 in the video-assisted education group and 44 in the traditional classroom education group). The traditional classroom education group received pediatric CPR education through traditional classroom education. On the other hand, the video-assisted education group watched the pediatric CPR education video prepared by the researchers. The level of knowledge of pediatric CPR, the level of pediatric CPR practice skills, and the satisfaction score of each student were evaluated. RESULTS When the skills levels of the groups were compared, it was determined that there was no statistical difference between the test results. In both groups, the students' mean knowledge and skill scores in the first and second posttests were significantly higher than their pretest knowledge scores. The satisfaction scores of the students in both groups were similar. CONCLUSION Both methods effectively improve students' pediatric CPR-related knowledge, skills, and satisfaction. IMPLICATIONS FOR PRACTICE As support for traditional education, using video-assisted visual education materials that nursing students can constantly access when needed is important.
Collapse
|
12
|
Uslu-Sahan F, Bilgin A, Ozdemir L. Effectiveness of Virtual Reality Simulation Among BSN Students: A Meta-analysis of Randomized Controlled Trials. Comput Inform Nurs 2023; 41:921-929. [PMID: 37607725 DOI: 10.1097/cin.0000000000001059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/24/2023]
Abstract
This study aimed to evaluate the effect of virtual reality simulation in nursing education in five domains: knowledge, skill performance, self-confidence, self-efficacy, and satisfaction. Randomized controlled trials were obtained from the databases SCOPUS, Web of Science, PubMed, and EBSCO from inception until September 2021. The standardized mean differences with 95% confidence intervals were determined for the main variables, and heterogeneity was analyzed using the I2 test. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Checklist was used. Meta-analysis was performed using the Stata 15.0 software. Among the 2074 records identified, 18 trials were included. The meta-analysis of these trials indicated that virtual reality simulation caused a significant improvement in knowledge with a moderate effect, skill performance with a moderate effect, and satisfaction with a moderate effect compared with the control group. However, virtual reality simulation did not significantly influence self-confidence and self-efficiency. The findings of this study suggested that virtual reality simulation might significantly benefit knowledge, skill performance, and satisfaction but not self-confidence and self-efficiency. Further well-designed randomized controlled trials with a larger sample size are recommended to confirm these findings.
Collapse
Affiliation(s)
- Fatma Uslu-Sahan
- Author Affiliations: Departments of Obstetrics and Gynecologic Nursing (Dr Uslu-Sahan) and Internal Medicine Nursing (Dr Ozdemir), Faculty of Nursing, Hacettepe University, Ankara; and Department of Nursing, Faculty of Health Sciences, Sakarya University of Applied Sciences (Dr Bilgin), Turkey
| | | | | |
Collapse
|
13
|
Ongor M, Uslusoy EC. The effect of multimedia-based education in e-learning on nursing students' academic success and motivation: A randomised controlled study. Nurse Educ Pract 2023; 71:103686. [PMID: 37441919 DOI: 10.1016/j.nepr.2023.103686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 06/11/2023] [Accepted: 06/21/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND Students who receive e-learning in nursing education state that they cannot learn the lessons effectively. This study aims to evaluate the effect of multimedia teaching materials on students' academic achievement and motivation in e-learning. METHODS The quasi-experimental study was performed on 70 students. The experimental group students were presented with multimedia materials, and the control group students were taught the e-learning course. RESULTS In this study, regarding the effect of multimedia-based education on students' Instructional Materials Motivation Survey, the mean score of the control group was 85.25 ± 11.95, and the mean score of the experimental group was 94.44 ± 11.82 after the intervention. A moderately significant positive correlation was found between the experimental group's average academic achievement and total scale scores. CONCLUSION The study results show that the participants accepted the important role of multimedia as practical learning compared to traditional learning methods. Given the impact of multimedia-based education on academic achievement, this approach can be used to teach other core subjects to nursing students.
Collapse
Affiliation(s)
- Muberra Ongor
- Suleyman Demirel University, Institute of Health Science, Turkey
| | | |
Collapse
|
14
|
Guo J, Guo Q, Feng M, Liu S, Li W, Chen Y, Zou J. The use of 3D video in medical education: A scoping review. Int J Nurs Sci 2023; 10:414-421. [PMID: 37545776 PMCID: PMC10401357 DOI: 10.1016/j.ijnss.2023.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2022] [Revised: 06/01/2023] [Accepted: 06/19/2023] [Indexed: 08/08/2023] Open
Abstract
Objectives The use of 3D video in medical education has not been fully explored. This article aims to review the evidence on 3D video currently presented in the medical education literature, including its impact on curriculum activities, to reference future research in this field. Methods According to the guidelines of Arksey and O'Malley, the authors used a systematic search strategy (the last search was in December 2022) to search nine literature databases published in English, and only primary studies were included. Two authors independently screened all articles based on the eligibility criteria and performed a thematic analysis of the included literature. Results Of 1,302 articles identified, 23 were included for insights into how opportunities for 3D video in medical education are created, how they are experienced, and how they influence and manifest behavior demonstrated partial congruency. Three themes were identified: (a) advantages of using 3D video in medical education; (b) the effect of using 3D video in medical education on students' academic achievement and ability; and (c) students' experience of 3D video in medical education. Conclusions The application of 3D video in medical education has won the support of most students and educators. However, the effect of using 3D video in medical education is still controversial. Medical educators should combine the curriculum's characteristics, the students' learning situation, and the existing educational resources and choose to use them after careful consideration.
Collapse
Affiliation(s)
- Juan Guo
- Sichuan Vocational College of Health and Rehabilitation, Zigong, China
- West China Hospital, Sichuan University, Chengdu, China
| | - Qingmin Guo
- Southwest Petroleum University, Chengdu, China
| | - Mei Feng
- West China Hospital, Sichuan University, Chengdu, China
| | - Shanshan Liu
- West China Hospital, Sichuan University, Chengdu, China
| | - Wenping Li
- Sichuan Vocational College of Health and Rehabilitation, Zigong, China
| | - Yuzhen Chen
- West China Hospital, Sichuan University, Chengdu, China
| | - Jinmei Zou
- Sichuan Vocational College of Health and Rehabilitation, Zigong, China
| |
Collapse
|
15
|
Chen L, Luo S, Yang M, Li N, He Y, Zhang Y. Development of a Core Outcome Set for Randomised Controlled Trials of Nursing Education: A Methodological Framework. J Nurs Manag 2023. [DOI: 10.1155/2023/2107989] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/03/2023]
Abstract
Background. Nursing educational research is very important for the development of the nursing discipline. There have been many randomised controlled trials (RCTs) of nursing education, and the outcomes are highly heterogeneous and waste resources. The study aims to report the methodological framework to establish a core outcome set (COS) for RCTs of nursing education. Methods. The study will be conducted in the following five steps: (a) establish nursing education COS working groups; (b) develop an initial list of outcomes of nursing education by systematic review and semistructured interview; (c) Delphi survey with different stakeholders to reach a preliminary consensus on the core outcome of nursing education; (d) expert consultation to form the outcome pool; (e) expert consensus meeting to form the nursing education COS. Results. The goal is to develop a COS that includes stakeholders’ interest in nursing education to determine which outcomes should be reported and how they should be measured. Conclusions. By performing the study, the nursing education COS will be established, which will help to reduce reporting bias and resource waste, and provide enough results for nursing education systematic reviews.
Collapse
|
16
|
Liu JYW, Yin YH, Kor PPK, Cheung DSK, Zhao IY, Wang S, Su JJ, Christensen M, Tyrovolas S, Leung AYM. The Effects of Immersive Virtual Reality Applications on Enhancing the Learning Outcomes of Undergraduate Health Care Students: Systematic Review With Meta-synthesis. J Med Internet Res 2023; 25:e39989. [PMID: 36877550 PMCID: PMC10028520 DOI: 10.2196/39989] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 11/09/2022] [Accepted: 01/24/2023] [Indexed: 03/07/2023] Open
Abstract
BACKGROUND Immersive virtual reality (IVR) applications are gaining popularity in health care education. They provide an uninterrupted, scaled environment capable of simulating the full magnitude of sensory stimuli present in busy health care settings and increase students' competence and confidence by providing them with accessible and repeatable learning opportunities in a fail-safe environment. OBJECTIVE This systematic review aimed to evaluate the effects of IVR teaching on the learning outcomes and experiences of undergraduate health care students compared with other teaching methods. METHODS MEDLINE, Embase, PubMed, and Scopus were searched (last search on May 2022) for randomized controlled trials (RCTs) or quasi-experimental studies published in English between January 2000 and March 2022. The inclusion criteria were studies involving undergraduate students majoring in health care, IVR teaching, and evaluations of students' learning outcomes and experiences. The methodological validity of the studies was examined using the Joanna Briggs Institute standard critical appraisal instruments for RCTs or quasi-experimental studies. The findings were synthesized without a meta-analysis using vote counting as the synthesis metric. A binomial test with P<.05 was used to test for statistical significance using SPSS (version 28; IBM Corp). The overall quality of evidence was evaluated using the Grading of Recommendations Assessment, Development, and Evaluation tool. RESULTS A total of 17 articles from 16 studies totaling 1787 participants conducted between 2007 and 2021 were included. The undergraduate students in the studies majored in medicine, nursing, rehabilitation, pharmacy, biomedicine, radiography, audiology, or stomatology. The IVR teaching domains included procedural training (13/16, 81%), anatomical knowledge (2/16, 12%), and orientation to the operating room setting (1/16, 6%). The quality of the 75% (12/16) of RCT studies was poor, with unclear descriptions of randomization, allocation concealment, and outcome assessor blinding procedures. The overall risk of bias was relatively low in the 25% (4/16) of quasi-experimental studies. A vote count showed that 60% (9/15; 95% CI 16.3%-67.7%; P=.61) of the studies identified similar learning outcomes between IVR teaching and other teaching approaches regardless of teaching domains. The vote count showed that 62% (8/13) of the studies favored using IVR as a teaching medium. The results of the binomial test (95% CI 34.9%-90%; P=.59) did not show a statistically significant difference. Low-level evidence was identified based on the Grading of Recommendations Assessment, Development, and Evaluation tool. CONCLUSIONS This review found that undergraduate students had positive learning outcomes and experiences after engaging with IVR teaching, although the effects may be similar to those of other forms of virtual reality or conventional teaching methods. Given the identification of risk of bias and low level of the overall evidence, more studies with a larger sample size and robust study design are required to evaluate the effects of IVR teaching. TRIAL REGISTRATION International prospective register of systematic reviews (PROSPERO) CRD42022313706; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=313706.
Collapse
Affiliation(s)
- Justina Yat Wa Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Yue-Heng Yin
- School of Nursing, Nanjing Medical University, Nanjing, China
| | - Patrick Pui Kin Kor
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | | | - Ivy Yan Zhao
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Shanshan Wang
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Jing Jing Su
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Martin Christensen
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Stefanos Tyrovolas
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| | - Angela Y M Leung
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
- Research Institute for Smart Ageing, The Hong Kong Polytechnic University, Hong Kong, Hong Kong
| |
Collapse
|
17
|
Lo YT, Yang CC, Yeh TF, Tu HY, Chang YC. Effectiveness of immersive virtual reality training in nasogastric tube feeding education: A randomized controlled trial. NURSE EDUCATION TODAY 2022; 119:105601. [PMID: 36244254 DOI: 10.1016/j.nedt.2022.105601] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 09/12/2022] [Accepted: 10/07/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Given rapidly aging societies worldwide, improving the quality of long-term care through the cultivation of immense nursing assistants is critical. Accordingly, developing a satisfactory learning model to improve the learning outcomes of nursing assistant students is imperative. OBJECTIVE This study tested the hypothesis that students in long-term care departments who underwent immersive virtual reality (IVR) training would have significantly (1) higher levels of knowledge about the skills of nasogastric tube feeding, (2) higher learning motivations (i.e., intrinsic and extrinsic motivations, task values, and self-efficacy), (3) lower cognitive load, and (4) higher satisfaction than a control group. DESIGN A randomized controlled trial with pretest and posttest design. SETTINGS AND PARTICIPANTS We randomly assigned 107 students from the long-term care departments of two universities in central Taiwan to the IVR group (n = 54) or the control group (n = 53). METHODS The IVR group learned the procedure of nasogastric tube feeding through IVR, whereas the control group watched a 15-min 2D video. The participants filled pretest and posttest questionnaires on nasogastric tube feeding knowledge. After the experiment was completed, the participants answered another questionnaire on their learning motivations, cognitive load, and learning satisfaction. RESULTS The nasogastric tube feeding knowledge improved significantly in the IVR and control groups after the intervention, with no significant between-group differences. The IVR group scored significantly higher than the control group on extrinsic goals, task value, and satisfaction; nevertheless, they also experienced a significantly higher cognitive load. CONCLUSIONS Both the IVR training and the traditional 2D video improved the learning outcomes of the nursing assistant students. The students were more satisfied with IVR than with the conventional learning model and indicated that IVR inspired their extrinsic learning motivations and perceived task value. However, IVR incurred a high cognitive load, which must be addressed in future course designs.
Collapse
Affiliation(s)
- Yi-Ting Lo
- Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan
| | - Cheng-Chia Yang
- Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan
| | - Te-Feng Yeh
- Department of Healthcare Administration, Central Taiwan University of Science and Technology, Taichung 40601, Taiwan
| | - Hsiang-Yu Tu
- Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan
| | - Yu-Chia Chang
- Department of Healthcare Administration, College of Medical and Health Science, Asia University, Taichung 41354, Taiwan; Department of Long Term Care, College of Health and Nursing, National Quemoy University, Kinmen County 892009, Taiwan.
| |
Collapse
|
18
|
Zhang Q, Chen J, Liu J. Global Trends and Hot-Spots in Research on Virtual Simulation in Nursing: A Bibliometric Analysis From 1999 to 2021. Front Public Health 2022; 10:890773. [PMID: 35548068 PMCID: PMC9082269 DOI: 10.3389/fpubh.2022.890773] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2022] [Accepted: 03/29/2022] [Indexed: 11/13/2022] Open
Abstract
Background Virtual simulation has been widely used in nursing education and nursing training. This study aims to characterize the publications in terms of countries, institutions, journals, authors, collaboration relationships, and analyze the trends of virtual simulation in nursing research. Methods Publications regarding virtual simulation in nursing were retrieved from Web of Science core collection. Microsoft Excel 2010, VOSviewer were used to characterize the contributions of the authors, journals, institutions, and countries. The trends, hot-spots and knowledge network were analyzed by Citespace and VOSviewer. Results We identified 677 papers between 1999 and 2021. The number of publications grew slowly until 2019, after that, it got a sharp increase in 2020 and 2021. The USA, Canada and Australia were three key contributors to this field. Centennial College and University of San Paulo, University of Ottawa and Ryerson University were top major institutions with a larger number of publications. Verkuyl M was the most productive and highest cited author. Clinical Simulation in Nursing, Nurse Education Today, Journal of Nursing Education were the three productive journals. The foundational themes of virtual simulation research in nursing are “virtual learning during COVID-19, clinical nursing care, education in nurse practitioners, education technology”. Conclusion Virtual simulation in nursing field has attracted considerable attention during COVID-19 pandemic. The research hotspot is gradually shifting from clinical nursing care to studies of nursing education using different virtual simulation technologies
Collapse
Affiliation(s)
- Qian Zhang
- Department of Neurosurgery, Xiangya Hospital, Central South University, Changsha, China
| | - Jia Chen
- Xiangya Nursing School, Central South University, Changsha, China
| | - Jing Liu
- Xiangya Nursing School, Central South University, Changsha, China
| |
Collapse
|
19
|
Saab MM, Hegarty J, Murphy D, Landers M. Incorporating virtual reality in nurse education: A qualitative study of nursing students' perspectives. NURSE EDUCATION TODAY 2021; 105:105045. [PMID: 34245956 DOI: 10.1016/j.nedt.2021.105045] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 06/14/2021] [Accepted: 06/28/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Recent challenges to nurse education have resulted in an increased use of virtual reality which serves as an immersive and effective medium for skill and knowledge acquisition. Virtual reality technology is being included in nurse curricula at undergraduate level. This technology remains a relatively new experience for many nursing students with limited evidence regarding students' perspectives regarding virtual reality. OBJECTIVE To explore nursing students' perspectives of incorporating virtual reality in nurse education. DESIGN Qualitative descriptive study using thematic analysis. SETTING Public university in Ireland. PARTICIPANTS Undergraduate nursing students were recruited using purposive and snowball sampling. METHODS Students (n = 26) participated in face-to-face semi-structured individual interviews and focus groups in January and February 2020. Data were analysed using inductive thematic analysis. RESULTS Three themes were constructed from the interviews: captivating, innovative, and empowering nature of virtual reality; contextual transfer; and challenges and threats to actualisation. Participants believed that virtual reality affords a novel, fun, memorable, inclusive, and engaging means of learning. Many believed that virtual reality would complement current teaching and learning approaches, help build learners' confidence, and provide nursing students with a safe space for trial, error, and problem-solving. The use of virtual reality was recommended to practise various nursing skills and learn about human anatomy, physiology, problem-solving, and clinical decision-making. Participants identified the resources incurred by the technology as challenges to implementing virtual reality in nurse education and stressed the need for continuous face-to-face feedback. CONCLUSIONS Findings suggest that virtual reality technology has the potential to facilitate learning, complement current educational approaches, and provide nurse educators with novel and engaging means of content delivery.
Collapse
Affiliation(s)
- Mohamad M Saab
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Ireland.
| | - Josephine Hegarty
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Ireland. https://twitter.com/JosephineHegar1
| | - David Murphy
- School of Computer Science and Information Technology, University College Cork, Ireland. https://twitter.com/dave_murphy
| | - Margaret Landers
- Catherine McAuley School of Nursing and Midwifery, University College Cork, Ireland
| |
Collapse
|