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Bryant R, Vogt M, Miller C. Effects of an Avatar-Based Simulation on Family Nurse Practitioner Students' Self-Evaluated Suicide Prevention Knowledge and Confidence. Nurs Educ Perspect 2024:00024776-990000000-00273. [PMID: 39167360 DOI: 10.1097/01.nep.0000000000001321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/23/2024]
Abstract
ABSTRACT Family nurse practitioners (FNPs) are often gatekeepers and can recognize the warning signs of suicidality yet may lack adequate education or self-confidence in identifying people in crisis. The purpose of this research was to evaluate the effectiveness of an online suicide prevention simulation with 53 FNP students. Pre/post responses were found to be statistically significant across all preparedness and attitudinal items following the Kognito© training (p < .001). Online, avatar-based suicide prevention training with FNP students may be effective in improving participants' perceived preparedness and self-confidence with patients at risk for suicidality.
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Affiliation(s)
- Rebecca Bryant
- About the Authors Rebecca Bryant, DNP, FNP-C, is an associate professor, Ohio University School of Nursing, Athens, Ohio. Marjorie Vogt, PhD, DNP, APRN, FAANP, is a clinical professor, Ohio University School of Nursing. Char Miller, DNP, APRN, ANP-BC, CNE, is an associate professor, Ohio University School of Nursing. This research was supported by the Ohio College Initiative Prevention Action Alliance Coronavirus Aid, Relief, and Economic Security (CARES) Act. For more information, contact Dr. Bryant at
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Ajeet Gokani H, Sommerlad A, Jawharieh H, Ang CS, Huntley J. Carers and professionals' views on using virtual reality in dementia care: A qualitative study. DEMENTIA 2024:14713012241272786. [PMID: 39121239 DOI: 10.1177/14713012241272786] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/11/2024]
Abstract
BACKGROUND AND OBJECTIVES Virtual reality (VR) interventions provide immersive, interactive computer-simulated virtual environments. There is interest in their use for people with dementia as they may provide stimulating experiences and improve dementia symptoms and quality of life. However, as more insight is needed about carers' and clinical professionals' perspectives to understand how VR may be implemented successfully, we elicited their views on the benefits of, and challenges to, using VR in dementia care. METHODS We conducted five qualitative focus groups involving 25 healthcare professionals and informal carers with experience of dementia care. Participants received a demonstration of a VR headset and content and were then questioned following a topic guide asking for views on benefits of, and challenges to, using VR for dementia care. FINDINGS The main findings addressed the benefits of, and concerns about, the impact and implications of VR on wellbeing, ethics, implementation, caregivers and services. Overall, participants had a positive attitude toward VR and made several suggestions for its future use to enable enjoyable and immersive experiences. Examples included suggestions to personalise VR content to accommodate heterogenous profiles and stages of dementia, co-developing protocols to address health risks and side effects and further investigating shared experiences of VR with caregivers. CONCLUSION Healthcare professionals and informal carers thought that VR had potential to enhance a holistic and personalised approach to dementia care. They suggested changes which could guide future implementation of VR interventions for dementia patients and their caregivers.
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Affiliation(s)
| | - Andrew Sommerlad
- Division of Psychiatry, UCL, UK; Camden and Islington NHS Foundation Trust, UK
| | | | | | - Jonathan Huntley
- Division of Psychiatry, UCL, UK; Camden and Islington NHS Foundation Trust, UK and Faculty of Health and Life Sciences, University of Exeter, UK
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Mattsson K, Haavisto E, Jumisko-Pyykkö S, Koivisto JM. Nursing Students' Experiences of Empathy in a Virtual Reality Simulation Game: A Descriptive Qualitative Study. Comput Inform Nurs 2024; 42:537-545. [PMID: 38625019 DOI: 10.1097/cin.0000000000001132] [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: 04/17/2024]
Abstract
Empathy is significant in nursing, and showing empathy toward a patient positively impacts a patient's health. Learning empathy through immersive simulations is effective. Immersion is an essential factor in virtual reality. This study aimed to describe nursing students' experiences of empathy in a virtual reality simulation game. Data were collected from nursing students (n = 20) from May 2021 to January 2022. Data collection included individual semistructured interviews; before the interviews, the virtual reality gaming procedure was conducted. Inductive content analysis was used. Nursing students experienced compassion and a feeling of concern in the virtual reality simulation game. Students were willing to help the virtual patient, and they recognized the virtual patient's emotions using methods such as listening and imagining. Students felt the need to improve the patient's condition, and they responded to the virtual patient's emotions with the help of nonverbal and verbal communication and helping methods. Empathy is possible to experience by playing virtual reality simulation games, but it demands technique practicing before entering the virtual reality simulation game.
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Affiliation(s)
- Katri Mattsson
- Author Affiliations: Department of Nursing Science, University of Turku Finland (Mrs Mattsson); Turku University of Applied Sciences Finland (Mrs Mattsson); Faculty of Social Sciences, Department of Health Sciences/Nursing Sciences, Tampere University Finland (Dr Haavisto); University of Turku Finland (Dr Haavisto); Häme University of Applied Sciences Finland (Dr Jumisko-Pyykkö); Faculty of Social Sciences/Health Sciences, Tampere University Finland (Dr Koivisto); and Faculty of Medicine, University of Helsinki Finland (Dr Koivisto)
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Langan L, Frazer K, Darley A, Goodman L, Browne F, Fulfilled P, Halligan P, Redmond C. Inclusive pedagogy in online simulation-based learning in undergraduate nursing education: A scoping review. J Adv Nurs 2024. [PMID: 38940383 DOI: 10.1111/jan.16284] [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: 07/24/2023] [Revised: 05/21/2024] [Accepted: 06/06/2024] [Indexed: 06/29/2024]
Abstract
BACKGROUND Equality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation-based learning in the undergraduate nursing education literature. AIMS To map the evidence regarding the adoption of inclusive pedagogy in online simulation-based learning in undergraduate nursing education. DESIGN A scoping review. METHODS Data were extracted, synthesized and presented in narrative and table format. DATA SOURCES A systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022. RESULTS Thirty-eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback. CONCLUSION Inclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Utilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students. IMPACT This review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education. REPORTING METHOD This scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews checklist. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution.
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Affiliation(s)
- Lisa Langan
- MTU Department of Nursing and Healthcare Sciences, Munster Technological University, Kerry, Ireland
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Kate Frazer
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Andrew Darley
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Lizbeth Goodman
- UCD School of Mechanical and Materials Engineering, University College Dublin, Dublin, Ireland
| | - Freda Browne
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Patrick Fulfilled
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Phil Halligan
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
| | - Catherine Redmond
- UCD School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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Tong LK, Li YY, Au ML, Ng WI, Wang SC, Liu Y, Shen Y, Zhong L, Qiu X. The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial. BMC Nurs 2024; 23:400. [PMID: 38886708 PMCID: PMC11181658 DOI: 10.1186/s12912-024-02069-7] [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: 03/21/2024] [Accepted: 06/05/2024] [Indexed: 06/20/2024] Open
Abstract
BACKGROUND Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students. METHODS A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention. RESULTS The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020). CONCLUSIONS Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances. TRIAL REGISTRATION This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).
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Affiliation(s)
- Lai Kun Tong
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yue Yi Li
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Mio Leng Au
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China.
| | - Wai I Ng
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Si Chen Wang
- Kiang Wu Nursing College of Macau, Edifício do Instituto de Enfermagem Kiang Wu de Macau, Avenida do Hospital das Ilhas no.447, Coloane, RAEM, Macau SAR, China
| | - Yongbing Liu
- School of Nursing, Yangzhou University, No.136, Jiangyang Middle Road, Hanjiang District, Yangzhou, Jiangsu Province, China
| | - Yi Shen
- School of Nursing, Guangzhou Xinhua University, 19 Huamei Road, Tianhe District, Guangzhou, Guangdong Province, China
| | - Liqiang Zhong
- School of Nursing, Guangzhou Medical University, Dongfeng West Road, Yuexiu District, Guangzhou, Guangdong Province, China
| | - Xichenhui Qiu
- School of Nursing, Shenzhen University, No. 3688, Nanhai Road, Nanshan District, Shenzhen, Guangdong Province, China
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García-González J, Martínez-Navarro A, Romero-Del Rey R, Requena-Mullor M, Zheng R, Lopez-Villen A, Alarcon-Rodriguez R. State-trait anxiety levels and vital signs of pregnant women following intervention with virtual reality during the nonstress test: A randomized controlled trial. J Affect Disord 2024; 355:308-314. [PMID: 38548203 DOI: 10.1016/j.jad.2024.03.148] [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: 05/26/2023] [Revised: 03/21/2024] [Accepted: 03/25/2024] [Indexed: 04/06/2024]
Abstract
BACKGROUND Pregnant women often experience anxiety due to pregnancy, negatively impacting their and their fetus' health. Non-pharmacological interventions, such as virtual reality (VR), could reduce anxiety levels, potentially impacting non-stress tests or the physiological responses of the pregnant woman and the fetus. METHODS A randomized clinical trial conducted between February and December 2022 involved 286 term pregnant women. They were divided into a VR intervention group (146 women) and a control group (140 women). The intervention consisted of 20 min of 3D glasses with images and sounds during a third-trimester nonstress test. Anxiety was measured using the Spielberg State-Trait Anxiety Inventory (STAI), alongside physiological parameters. RESULTS The VR group exhibited lower anxiety levels compared to controls (STAI score: Rosenthal's r: -0.54, p = 0.01; state anxiety: Rosenthal's r: -0.40, p = 0.001; trait anxiety: Rosenthal's r: -0.41, p = 0.001). Within the VR group, there was a significant reduction in trait anxiety (Rosenthal's r, 1.27; p < 0.001) and total anxiety (Rosenthal's r, 1.63; p < 0.001) post-intervention, along with decreased systolic blood pressure (p < 0.001), diastolic blood pressure (p < 0.001), and maternal heart rate (p = 0.02). LIMITATIONS Future research could explore additional pregnancy-related variables, such as postpartum anxiety. CONCLUSIONS The results confirm that the use of VR is beneficial for pregnant women and their fetuses, as it decreases anxiety levels, and improves physiological parameters such as blood pressure and maternal heart rate during the nonstress test. VR is a technique that is easy to integrate into the healthcare system due to its non-invasive and non-pharmacological nature.
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Affiliation(s)
- Jessica García-González
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería. 04120, Almería, Spain; Research Group CTS-1127 Epidemiology and Public Health, University of Almeria, Almeria, Spain.
| | | | - Raúl Romero-Del Rey
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería. 04120, Almería, Spain; Research Group CTS-1127 Epidemiology and Public Health, University of Almeria, Almeria, Spain.
| | - Mar Requena-Mullor
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería. 04120, Almería, Spain; Research Group CTS-1127 Epidemiology and Public Health, University of Almeria, Almeria, Spain.
| | - Ruirui Zheng
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería. 04120, Almería, Spain.
| | - Antonia Lopez-Villen
- Research Group CTS-1127 Epidemiology and Public Health, University of Almeria, Almeria, Spain; Torrecárdenas Hospital, 04009 Almería, Spain
| | - Raquel Alarcon-Rodriguez
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almería. 04120, Almería, Spain; Research Group CTS-1127 Epidemiology and Public Health, University of Almeria, Almeria, Spain.
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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.
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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
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Kerr H, Birch M, Donovan M, Best P. Exploring the Educational Value of an Immersive Virtual Reality Method Within a Continuing Education Module in Nursing: A Mixed Methods Study. J Contin Educ Nurs 2024; 55:261-268. [PMID: 38329398 DOI: 10.3928/00220124-20240201-04] [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: 02/09/2024]
Abstract
BACKGROUND Few studies have explored the potential educational value of immersive 360° video in continuing education. This study explored the potential value of immersive 360° video as an acceptable educational method in a continuing education module in nursing. METHOD A convergent parallel mixed methods design was adopted. The setting was a nursing and midwifery school at a university. The 11 participants were RNs. Data were collected at three time points with surveys and focus groups. RESULTS Participants found educational value in the triggering of a deep reflective process, supported by a subsequent classroom discussion. Further, there were nuances and complexities to be considered, with a need to tailor material toward high-acuity, low-frequency, or challenging clinical events when considering content. CONCLUSION Immersive 360° videos are a potentially useful method for providing continuing education; however, the content must be tailored to students' learning needs. A reflective model may provide a valuable structure for discussions after the use of immersive 360° video. [J Contin Educ Nurs. 2024;55(5):261-268.].
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Vihos J, Chute A, Carlson S, Shah M, Buro K, Velupillai N. Virtual Reality Simulation in a Health Assessment Laboratory Course: A Mixed-methods Explanatory Study Examining Student Satisfaction and Self-confidence. Nurse Educ 2024:00006223-990000000-00428. [PMID: 38502593 DOI: 10.1097/nne.0000000000001635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2024]
Abstract
BACKGROUND The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. METHODS Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier's Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. RESULTS Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students' satisfaction and self-confidence. CONCLUSIONS VRS experiences are correlated with high student satisfaction and self-confidence.
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Affiliation(s)
- Jill Vihos
- Author Affiliations: Assistant Professor, Department of Professional Nursing and Allied Health (Dr Vihos), Assistant Professor, Department of Nursing Foundations (Ms Chute), Assistant Professor, Department of Nursing Practice, Faculty of Nursing (Ms Carlson), Professor, Department of Mathematics, Faculty of Arts and Science (Dr Buro), Research Assistant (Ms Velupillai), MacEwan University, Edmonton, Canada; and Learning Scientist (Dr Shah), Elsevier Inc, Pittsburg, Philadelphia
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Bodur G, Turhan Z, Kucukkaya A, Goktas P. Assessing the virtual reality perspectives and self-directed learning skills of nursing students: A machine learning-enhanced approach. Nurse Educ Pract 2024; 75:103881. [PMID: 38271914 DOI: 10.1016/j.nepr.2024.103881] [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: 07/29/2023] [Revised: 12/02/2023] [Accepted: 01/08/2024] [Indexed: 01/27/2024]
Abstract
AIM This study aims to investigate nursing students' perspectives on virtual reality technologies and their self-directed learning skills, specifically focusing on how these variables interact and influence each other in the context of nursing education. We also discern potential disparities in these skills based on descriptive characteristics, using both traditional statistical and advanced machine learning approaches for a comprehensive analysis. BACKGROUND Rapid developments in technology, particularly during the Covid-19 pandemic, have brought virtual reality technologies to the forefront of nursing education. However, there is a gap in understanding how nursing students' perceptions of these technological relate to their development of self-directed learning skills. DESIGN A descriptive and cross-sectional study design is employed to both quantify nursing students' perspectives on virtual reality in their education and assess their self-directed learning skills. This approach integrates traditional statistical methods with advanced machine learning techniques, with the intention of offering a comprehensive and nuanced analysis to inform future teaching strategies in nursing. METHODS The study used a blend of survey scales and a tree-based machine learning model to measure and analyze nursing students' views, attitudes and self-directed learning levels. This dual approach allows for a more detailed assessment of the factors influencing self-directed learning abilities. Traditional statistical techniques were also applied to assess the reliability of the machine learning findings. RESULTS Findings reveal that nursing students generally held positive views towards virtual reality technologies and exhibited a high level of self-directed learning skills. Notable differences in self-directed learning skills were influenced by gender on the overall scale (p <0.001), with male students scoring higher than their female counterparts in both specific sub-dimensions and on the overall scale, but not by academic year. The machine learning analysis provided deeper insights into these variations, highlighting subtle distinctions in student demographics that traditional statistical methods did not fully capture. CONCLUSIONS The study offers valuable insights into interconnected nature of nursing students' views on virtual reality technologies and their self-directed learning skills. The results support the integration of virtual reality in nursing curriculum programs and underscore the importance of customizing teaching strategies based on insights gained from machine learning analyses. This approach has the potential to substantially improve both the learning experience and the overall quality of nursing education.
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Affiliation(s)
- Gonul Bodur
- Istanbul University-Cerrahpasa, Florence Nightingale Faculty of Nursing, Department of Nursing Education, Istanbul, Turkey.
| | - Zehra Turhan
- Istanbul Florence Nightingale Hospital, Istanbul, Turkey.
| | - Aycan Kucukkaya
- Hematology Department, Koc University Hospital, Istanbul, Turkey.
| | - Polat Goktas
- UCD School of Computer Science, University College Dublin, Belfield, Dublin, Ireland.
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Yondjo J, Siette J. "VR is the future": perspectives of healthcare professionals on virtual reality as a diagnostic tool for dementia status in primary care. BMC Med Inform Decis Mak 2024; 24:9. [PMID: 38178165 PMCID: PMC10765843 DOI: 10.1186/s12911-023-02413-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Accepted: 12/20/2023] [Indexed: 01/06/2024] Open
Abstract
BACKGROUND Healthcare professionals (HPs) hold critical perspectives on the barriers and facilitating factors for the implementation of virtual reality (VR) dementia diagnosis tools in the clinical setting. This study aims to explore HP perspectives regarding the clinical implementation of dementia diagnosis tools using VR platforms. METHODS An exploratory qualitative interview study was carried out between July and September 2022. In-depth semi-structured interviews were conducted with HPs (n = 7) with clinical expertise in dementia diagnoses drawn from medicine, nursing and allied health practices. A hermeneutic phenomenological approach was used to frame the interview data across the dementia diagnosis pathway and application of new technology. RESULTS HPs were on average 36.29 years old (SD = 11.56) with 11.85 years of experience (SD = 12.80, range:4-42). Analyses identified three main themes related to the contemporary methods of dementia diagnosis, dementia diagnosis and the medical landscape and HP perspectives on the usefulness and barriers of VR implementation. VR was considered an innovative prospect, with improved ecological validity compared to commonplace, current cognitive assessments. Concerns of time commitments, monetary costs and the validity of the new technology were identified as key barriers to implementation. Overall, implementation of a new diagnostic tool was considered a complex process. CONCLUSIONS Our insight into general practice and nursing clinics can be supported to embed and integrate virtual reality platforms in primary care settings. Primary healthcare organizations require more funding and time related resources to produce a context in which VR tools could be implemented in a beneficial manner.
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Affiliation(s)
- Joshua Yondjo
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, NSW, 2145, Australia
| | - Joyce Siette
- The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Westmead, NSW, 2145, Australia.
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Chang YY, Chao LF, Chang W, Lin CM, Lee YH, Latimer A, Chung ML. Impact of an immersive virtual reality simulator education program on nursing students' intravenous injection administration: A mixed methods study. NURSE EDUCATION TODAY 2024; 132:106002. [PMID: 37922767 DOI: 10.1016/j.nedt.2023.106002] [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: 03/13/2023] [Revised: 10/08/2023] [Accepted: 10/23/2023] [Indexed: 11/07/2023]
Abstract
BACKGROUND Undergraduate nursing students often face limited opportunities to gain hands-on experience in performing invasive procedures and techniques. Immersive media tools may be helpful in training and enhancing skill development among nursing students. OBJECTIVES The specific aims of this study were threefold: (1) to describe the development process of an intravenous injection virtual reality simulator (IIVRS) program, (2) to determine the effect of the IIVRS program on intravenous injection knowledge, and (3) to examine the acceptability, learning motivation, and experience of the IIVRS program among nursing students. METHODS This study is a mixed method design, encompassing a one-group pre- and post-test approach and the utilization of reflection logs among 128 second-year nursing students enrolled at a university in northern Taiwan. An innovative gamification IIVRS program was developed by our research team. Knowledge of intravenous injection was assessed using a point visual analog scale at pre-and post-testing. Acceptability and motivation were assessed using items on a 5-point Likert scale. The IIVRS program experience was evaluated using open-ended questions of reflection. A paired t-test was used for comparing knowledge at pre-and post-tests, independent t-tests were conducted to compare levels of acceptance and learning motivation among different students' characteristics, and content analysis was used for qualitative data. RESULTS Students' knowledge of intravenous injection was significantly improved (Pre-test Mean = 3.08 vs. Post-test Mean = 4.96, p < 0.001). Students reported high levels of acceptance (Mean = 4.65) and learning motivation (Mean = 4.69). Students reported three themes of their experience: (1) attracts my attention and stimulates my motivation to learn, (2) enhanced memorization of the skill and process, and (3) a sense of presence and realism/unrealism. CONCLUSION The virtual reality program for intravenous injection administration can be an effective education tool, fostering students' motivation to learn and a heightened sense of accomplishment.
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Affiliation(s)
- Yi-Ya Chang
- Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, Taoyuan City, Taiwan; Department of Health Management, Chang Gung Memorial Hospital, Taipei, Taiwan.
| | - Li-Fen Chao
- Department of Nursing and Clinical Competency Center, Chang Gung University of Science and Technology, Taoyuan City, Taiwan.
| | - Wen Chang
- Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan.
| | - Chih-Ming Lin
- College of Medicine, Chang Gung University, Taoyuan, Taiwan; Division of Internal Medicine, Chang Gung Memorial Hospital, Taipei, Taiwan; Department of Health Management, Chang Gung Health and Culture Village, Taoyuan, Taiwan.
| | | | | | - Misook L Chung
- College of Nursing, University of Kentucky, Lexington, USA.
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13
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Szekely R, Mason O, Frohlich D, Barley E. 'It's not everybody's snapshot. It's just an insight into that world': A qualitative study of multiple perspectives towards understanding the mental health experience and addressing stigma in healthcare students through virtual reality. Digit Health 2024; 10:20552076231223801. [PMID: 38188857 PMCID: PMC10768613 DOI: 10.1177/20552076231223801] [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: 09/26/2023] [Accepted: 12/14/2023] [Indexed: 01/09/2024] Open
Abstract
Objective The resurgence of virtual reality (VR) technologies has led to their increased use in contemporary healthcare education. One promising application is simulating the experiences of individuals with mental health conditions (MHCs) to reduce stigma among future healthcare professionals. This study set out to explore what those impacted by, or involved in, the education of healthcare students think about using VR in this way. Methods One individual interview and five focus groups were conducted with healthcare students (n = 7), healthcare educators (n = 6), and lived experience experts (n = 5). Before sharing their perspectives, participants familiarised themselves with VR equipment and immersive materials simulating MHCs. The constant comparative method and thematic analysis were used to analyse the data. Results Participants recognised the acceptability and utility of VR for addressing mental health stigma in healthcare students, emphasising the immersive nature of this technology. However, some participants raised concerns about the limited insight VR could provide into the experiences of patients with the same MHCs and its potential emotional impact on users. Participants recommended the incorporation of interactive, realistic environments with a person-centred focus into future VR-based stigma reduction interventions while stressing the importance of providing healthcare students with opportunities for reflection and support. Conclusions Healthcare students, healthcare educators, and lived experience experts highlighted both advantages and barriers associated with using VR to understand the experience of patients with MHCs. Furthermore, the recommendations put forward can inform the design, content, and delivery of VR-based stigma reduction interventions in healthcare education.
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Affiliation(s)
- Raul Szekely
- School of Psychology, University of Surrey, Guildford, UK
| | - Oliver Mason
- School of Psychology, University of Surrey, Guildford, UK
| | - David Frohlich
- Digital World Research Centre, University of Surrey, Guildford, UK
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14
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Russell JL, Chen HC, Jensen FB, Nichols ND. Nursing students' perceived attitudes toward addressing sexual health in their future profession: A longitudinal quantitative study. NURSE EDUCATION TODAY 2023; 130:105953. [PMID: 37660589 DOI: 10.1016/j.nedt.2023.105953] [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: 05/04/2023] [Revised: 08/07/2023] [Accepted: 08/24/2023] [Indexed: 09/05/2023]
Abstract
BACKGROUND Sexual health is a necessary component of human wellbeing. Nurses espouse holistic care but in practice often overlook a person's sexual health. Disparities linked to sexual health persist nationally and globally, including those among gender and sexual minorities. Inconsistent sexual health curriculum in nurse education in the United States has led to gaps in learning. This study aimed to understand nursing students' attitudes toward addressing sexual health issues in their future profession during an Associate of Science in Nursing program in the United States. METHODS A convenience sample of Associate of Science in Nursing students from a university voluntarily participated in this longitudinal quantitative study. All eligible students enrolled in the first semester completed the Students' Attitudes Toward Addressing Sexual Health instrument. Summary statistics and Pearson r correlation were used to analyze the data. RESULTS The 159 students were relatively young, female, and White, non-Hispanic. The total score of students' attitudes toward addressing sexual health was 83.48, ranging from 41 to 109. Regarding the positively loaded items of the Students' Attitudes Toward Addressing Sexual Health, the results showed students believed they would have too much to do for handling sexual issues (M = 4.44), need to get basic knowledge about sexual health (M = 4.31), and take time to deal with patients' sexual issues (M = 4.24). CONCLUSION In this study, nursing students reported positive attitudes toward addressing sexual health in their future profession but acknowledged they would need basic education. Due to the homogeneity of participants' backgrounds, the generalizability of study results might be limited. It is suggested that nurse educators should develop an innovative curriculum for building students' competence and prepare graduates to deliver sexual health care for meeting a person's health needs.
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Affiliation(s)
- Jamie L Russell
- Utah Valley University, 800 W University Pkwy, MS 172, Orem, UT 84058, United States of America.
| | - Hsiu-Chin Chen
- Utah Valley University, 800 W University Pkwy, MS 172, Orem, UT 84058, United States of America.
| | - Francine B Jensen
- Utah Valley University, 800 W University Pkwy, MS 172, Orem, UT 84058, United States of America.
| | - Nyree-Dawn Nichols
- Utah Valley University, 800 W University Pkwy, MS 172, Orem, UT 84058, United States of America.
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15
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Vaezipour A, Aldridge D, Koenig S, Burns C, Baghaei N, Theodoros D, Russell T. Rehabilitation Supported by Immersive Virtual Reality for Adults With Communication Disorders: Semistructured Interviews and Usability Survey Study. JMIR Rehabil Assist Technol 2023; 10:e46959. [PMID: 37906228 PMCID: PMC10646677 DOI: 10.2196/46959] [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: 03/03/2023] [Revised: 09/03/2023] [Accepted: 09/08/2023] [Indexed: 11/02/2023] Open
Abstract
BACKGROUND Individuals who have acquired communication disorders often struggle to transfer the skills they learn during therapy sessions to real-life situations. Immersive virtual reality (VR) technology has the potential to create realistic communication environments that can be used both in clinical settings and for practice at home by individuals with communication disorders. OBJECTIVE This research aims to enhance our understanding of the acceptance, usefulness, and usability of a VR application (SIM:Kitchen), designed for communication rehabilitation. Additionally, this research aims to identify the perceived barriers and benefits of using VR technology from the perspective of individuals with acquired communication disorders. METHODS Semistructured interviews and usability surveys were conducted with 10 individuals with acquired neurogenic communication disorders aged 46-81 (mean 58, SD 9.57) years after trialing an immersive VR application. The audio-recorded interviews were transcribed and analyzed to identify themes. RESULTS The quantitative data regarding the usability of the system associated with participants' immersion experience in the VR application were promising. Findings from semistructured interviews are discussed across five key thematic areas including (1) participant's attitude toward VR, (2) perceived usefulness of the VR system, (3) perceived ease of use of the VR system, (4) their willingness to continue using VR, and (5) the factors they perceived as challenges or facilitators to adopting this VR technology. CONCLUSIONS Overall, participants in this study found the VR experience to be enjoyable and were impressed by the realism of the VR application designed for communication rehabilitation. This study highlighted personally relevant, immersive VR interventions with different levels of task difficulty that could enhance technology uptake in the context of communication rehabilitation. However, it is essential that VR hand controller technology is refined to be more naturalistic in movement and able to accommodate user capabilities.
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Affiliation(s)
- Atiyeh Vaezipour
- RECOVER Injury Research Centre, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | - Danielle Aldridge
- RECOVER Injury Research Centre, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | | | - Clare Burns
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Nilufar Baghaei
- School of Electrical Engineering and Computer Science, The University of Queensland, St Lucia, Brisbane, Australia
| | - Deborah Theodoros
- RECOVER Injury Research Centre, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | - Trevor Russell
- RECOVER Injury Research Centre, Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
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16
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Lau ST, Siah RCJ, Dzakirin Bin Rusli K, Loh WL, Yap JYG, Ang E, Lim FP, Liaw SY. Design and Evaluation of Using Head-Mounted Virtual Reality for Learning Clinical Procedures: Mixed Methods Study. JMIR Serious Games 2023; 11:e46398. [PMID: 37647108 PMCID: PMC10500353 DOI: 10.2196/46398] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 06/19/2023] [Accepted: 07/19/2023] [Indexed: 02/24/2023] Open
Abstract
BACKGROUND The capacity of health care professionals to perform clinical procedures safely and competently is crucial as it will directly impact patients' outcomes. Given the ability of head-mounted virtual reality to simulate the authentic clinical environment, this platform should be suitable for nurses to refine their clinical skills for knowledge and skills acquisition. However, research on head-mounted virtual reality in learning clinical procedures is limited. OBJECTIVE The objectives of this study were (1) to describe the design of a head-mounted virtual reality system and evaluate it for education on clinical procedures for nursing students and (2) to explore the experience of nursing students using head-mounted virtual reality for learning clinical procedures and the usability of the system. METHODS This usability study used a mixed method approach. The stages included developing 3D models of the necessary instruments and materials used in intravenous therapy and subcutaneous injection procedures performed by nurses, followed by developing the procedures using the Unreal Engine (Epic Games). Questionnaires on the perception of continuance intention and the System Usability Scale were used along with open-ended questions. RESULTS Twenty-nine nursing students took part in this questionnaire study after experiencing the immersive virtual reality (IVR) intervention. Participants reported largely favorable game perception and learning experience. Mean perception scores ranged from 3.21 to 4.38 of a maximum score of 5, while the mean system usability score was 53.53 of 100. The majority found that the IVR experience was engaging, and they were immersed in the game. The challenges encountered included unfamiliarity with the new learning format; technological constraints, such as using hand controllers; and physical discomfort. CONCLUSIONS The conception of IVR for learning clinical procedures through deliberate practice to enhance nurses' knowledge and skills is promising. However, refinement of the prototypes is required to improve user experience and learning. Future research can explore other ways to use IVR for better education and health care purposes.
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Affiliation(s)
- Siew Tiang Lau
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Rosalind Chiew Jiat Siah
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Khairul Dzakirin Bin Rusli
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Wen Liang Loh
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - John Yin Gwee Yap
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Emily Ang
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Fui Ping Lim
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Sok Ying Liaw
- Alice Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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17
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Hoffman JL, Wu TY, Argeros G. An Innovative Community Health Nursing Virtual Reality Experience: A Mixed Methods Study. Creat Nurs 2023; 29:303-310. [PMID: 37919936 DOI: 10.1177/10784535231211700] [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] [Indexed: 11/04/2023]
Abstract
Background: Virtual reality (VR) simulation in nursing education, especially about non-acute care including community health, is an emerging learning strategy; more research is needed about its effectiveness. Purpose: This study aimed to evaluate the effectiveness of an innovative community health nursing VR simulation on prelicensure students' knowledge about social determinants of health and cultural competence, with a goal of enhancing students' preparation for practice. Methods: In a convergent mixed methods study, 100 prelicensure nursing students in a community health nursing course at a Midwestern U.S., urban, public university completed a pretest, a VR simulation, a posttest, and an evaluation. Pre- and posttests containing content questions adapted from leading community health nursing text faculty resources were used to assess learning, and the Simulation Effectiveness Tool-Modified (SET-M) was used to assess perceived effectiveness of the intervention. Results: The majority of participants' posttest scores were higher than their pretest scores. Most participants strongly agreed that the VR simulation was effective, and reported on new knowledge/skills learned, material found most helpful, and benefit to their nursing practice. Conclusions: The community health nursing VR simulation was effective at increasing participants' knowledge and their confidence in their knowledge and abilities.
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Alhumaidi WA, Alqurashi NN, Alnumani RD, Althagafi ES, Bajunaid FR, Alnefaie GO. Perceptions of Doctors in Saudi Arabia Toward Virtual Reality and Augmented Reality Applications in Healthcare. Cureus 2023; 15:e42648. [PMID: 37644952 PMCID: PMC10461506 DOI: 10.7759/cureus.42648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/29/2023] [Indexed: 08/31/2023] Open
Abstract
Background Several studies suggested that artificial intelligence (AI), including virtual reality (VR) and augmented reality (AR), may help improve visualization, diagnostic, and therapeutic abilities and reduce medical and surgical errors. These technologies have been revolutionary in Saudi Arabia. We aimed to elucidate physicians' perceptions toward these technologies. Methodology We carried out a cross-sectional electronic questionnaire-based study in November 2021. The study targeted doctors of different medical and surgical specialties in the western region of Saudi Arabia. Results In our study, 53.2% of the participants were 25-30 years old. Most participants were residents (53.6%) with career experiences <5 years. Only 32.3% had a good familiarity with AR and VR technologies. However, 64.5% agreed that AR and VR technologies had practical applications in the medical field. Moreover, 35% agreed that the diagnostic and therapeutic ability was superior to the clinical experience of a human doctor. About 41.4% agreed they would always use AR and VR technologies for future medical decisions. Conclusion Doctors are open to using AR and VR technologies in healthcare. Although most people are unfamiliar with these technologies, most agree that they positively impact healthcare.
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Hemme CL, Carley R, Norton A, Ghumman M, Nguyen H, Ivone R, Menon JU, Shen J, Bertin M, King R, Leibovitz E, Bergstrom R, Cho B. Developing virtual and augmented reality applications for science, technology, engineering and math education. Biotechniques 2023; 75:343-352. [PMID: 37291856 PMCID: PMC10505987 DOI: 10.2144/btn-2023-0029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 05/30/2023] [Indexed: 06/10/2023] Open
Abstract
The Rhode Island IDeA Network of Biomedical Research Excellence Molecular Informatics Core at the University of Rhode Island Information Technology Services Innovative Learning Technologies developed virtual and augmented reality applications to teach concepts in biomedical science, including pharmacology, medicinal chemistry, cell culture and nanotechnology. The apps were developed as full virtual reality/augmented reality and 3D gaming versions, which do not require virtual reality headsets. Development challenges included creating intuitive user interfaces, text-to-voice functionality, visualization of molecules and implementing complex science concepts. In-app quizzes are used to assess the user's understanding of topics, and user feedback was collected for several apps to improve the experience. The apps were positively reviewed by users and are being implemented into the curriculum at the University of Rhode Island.
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Affiliation(s)
- Christopher L Hemme
- Rhode Island IDeA Network of Biomedical Research Excellence (RI-INBRE)
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Rachel Carley
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Arielle Norton
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Moez Ghumman
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Hannah Nguyen
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Ryan Ivone
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Jyothi U Menon
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
- College of Engineering, University of Rhode Island, Kingston, RI 02881, USA
| | - Jie Shen
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
- College of Engineering, University of Rhode Island, Kingston, RI 02881, USA
| | - Matthew Bertin
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | - Roberta King
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
| | | | - Roy Bergstrom
- Information Technology Services, Innovative Learning Technologies Program, University of Rhode Island, Kingston, RI 02881, USA
| | - Bongsup Cho
- Rhode Island IDeA Network of Biomedical Research Excellence (RI-INBRE)
- College of Pharmacy, University of Rhode Island, Kingston, RI 02881, USA
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20
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Nursing students’ experience of using HoloPatient during the COVID-19 pandemic: A qualitative descriptive study. Clin Simul Nurs 2023; 80:9-16. [PMID: 37101654 PMCID: PMC10073590 DOI: 10.1016/j.ecns.2023.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
Abstract
Background Due to the COVID-19 pandemic, nursing schools have implemented alternative approaches to teaching clinical competency. This study examined nursing students’ experiences of using HoloPatient to learn COVID-19-related patient care. Methods In this qualitative descriptive study, focus group interviews were held virtually with 30 nursing student participants in South Korea. Data were collected from January 25 to February 8, 2022 and analyzed using a mixed content analysis. Results Participants shared their experiences of using the HoloPatient, addressing advantages, challenges, and concerns associated with this new approach. Overall, they reported satisfaction associated with having gained patient assessment and critical thinking skills, self-confidence, and knowledge about the care of patients with COVID-19. Barriers identified included the program's novelty, inadequate number of devices, instructions in English, learning environment, and issues such as poor Wi-Fi access. Conclusion HoloPatient in nursing education can improve learning motivation, critical thinking skills, and confidence. Efforts should be made to engage users by providing an orientation, supplementary materials, and an environment conducive to learning.
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Tunca S, Wilk V, Sezen B. Defining Virtual Consumerism Through Content and Sentiment Analyses. CYBERPSYCHOLOGY, BEHAVIOR AND SOCIAL NETWORKING 2023; 26:198-213. [PMID: 36720080 DOI: 10.1089/cyber.2022.0079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/02/2023]
Abstract
This study set out to better understand virtual consumerism (VC) by applying natural language processing (NLP) methods for sentiment and content analyses. A total of 318 articles related to VC were identified on theguardian.com Web site and analyzed by text mining methodology. A thematic, content analysis using the Leximancer program was performed to explore VC as a concept, and its related concepts and concept associations. For the purposes of "deep-dive insights," further content and sentiment analyses were performed with MonkeyLearn and valence aware dictionary for sentiment reasoning. This triangulation in methodology enabled a comprehensive unstructured qualitative data analysis. The study identified key themes that characterize and define VC. It uncovered that, although there is predominantly positive sentiment toward VC reported in The Guardian online articles, negative sentiment also exists, presenting challenges for the industry to maneuver. The findings reveal that in the context of VC, a virtual experience is also a social experience in a virtual space, which is becoming and evolving. There are certain industries and sectors that are embracing VC, such as marketing, advertising and public relations, software development/IT, art/design, and entertainment, as well as science/technology. Some sectors and industries are experiencing challenges, such as security/law enforcement and medical, and hence display negative sentiment toward VC. Overall, this study presents a working definition of VC, a synopsis of the state of VC, and highlights areas for potential research to further our understanding of this phenomenon. It contributes to an improved understanding of VC for the industry and academia, and provides impetus for future studies focused on the emergent VC-relevant conceptual relationships.
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Affiliation(s)
- Sezai Tunca
- Faculty of Management, Gebze Technical University, Gebze, Turkey
| | - Violetta Wilk
- School of Business and Law, Joondalup, Edith Cowan University, Perth, Australia
| | - Bulent Sezen
- Faculty of Management, Gebze Technical University, Gebze, Turkey
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22
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Morrow E, Zidaru T, Ross F, Mason C, Patel KD, Ream M, Stockley R. Artificial intelligence technologies and compassion in healthcare: A systematic scoping review. Front Psychol 2023; 13:971044. [PMID: 36733854 PMCID: PMC9887144 DOI: 10.3389/fpsyg.2022.971044] [Citation(s) in RCA: 21] [Impact Index Per Article: 21.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 12/05/2022] [Indexed: 01/18/2023] Open
Abstract
Background Advances in artificial intelligence (AI) technologies, together with the availability of big data in society, creates uncertainties about how these developments will affect healthcare systems worldwide. Compassion is essential for high-quality healthcare and research shows how prosocial caring behaviors benefit human health and societies. However, the possible association between AI technologies and compassion is under conceptualized and underexplored. Objectives The aim of this scoping review is to provide a comprehensive depth and a balanced perspective of the emerging topic of AI technologies and compassion, to inform future research and practice. The review questions were: How is compassion discussed in relation to AI technologies in healthcare? How are AI technologies being used to enhance compassion in healthcare? What are the gaps in current knowledge and unexplored potential? What are the key areas where AI technologies could support compassion in healthcare? Materials and methods A systematic scoping review following five steps of Joanna Briggs Institute methodology. Presentation of the scoping review conforms with PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews). Eligibility criteria were defined according to 3 concept constructs (AI technologies, compassion, healthcare) developed from the literature and informed by medical subject headings (MeSH) and key words for the electronic searches. Sources of evidence were Web of Science and PubMed databases, articles published in English language 2011-2022. Articles were screened by title/abstract using inclusion/exclusion criteria. Data extracted (author, date of publication, type of article, aim/context of healthcare, key relevant findings, country) was charted using data tables. Thematic analysis used an inductive-deductive approach to generate code categories from the review questions and the data. A multidisciplinary team assessed themes for resonance and relevance to research and practice. Results Searches identified 3,124 articles. A total of 197 were included after screening. The number of articles has increased over 10 years (2011, n = 1 to 2021, n = 47 and from Jan-Aug 2022 n = 35 articles). Overarching themes related to the review questions were: (1) Developments and debates (7 themes) Concerns about AI ethics, healthcare jobs, and loss of empathy; Human-centered design of AI technologies for healthcare; Optimistic speculation AI technologies will address care gaps; Interrogation of what it means to be human and to care; Recognition of future potential for patient monitoring, virtual proximity, and access to healthcare; Calls for curricula development and healthcare professional education; Implementation of AI applications to enhance health and wellbeing of the healthcare workforce. (2) How AI technologies enhance compassion (10 themes) Empathetic awareness; Empathetic response and relational behavior; Communication skills; Health coaching; Therapeutic interventions; Moral development learning; Clinical knowledge and clinical assessment; Healthcare quality assessment; Therapeutic bond and therapeutic alliance; Providing health information and advice. (3) Gaps in knowledge (4 themes) Educational effectiveness of AI-assisted learning; Patient diversity and AI technologies; Implementation of AI technologies in education and practice settings; Safety and clinical effectiveness of AI technologies. (4) Key areas for development (3 themes) Enriching education, learning and clinical practice; Extending healing spaces; Enhancing healing relationships. Conclusion There is an association between AI technologies and compassion in healthcare and interest in this association has grown internationally over the last decade. In a range of healthcare contexts, AI technologies are being used to enhance empathetic awareness; empathetic response and relational behavior; communication skills; health coaching; therapeutic interventions; moral development learning; clinical knowledge and clinical assessment; healthcare quality assessment; therapeutic bond and therapeutic alliance; and to provide health information and advice. The findings inform a reconceptualization of compassion as a human-AI system of intelligent caring comprising six elements: (1) Awareness of suffering (e.g., pain, distress, risk, disadvantage); (2) Understanding the suffering (significance, context, rights, responsibilities etc.); (3) Connecting with the suffering (e.g., verbal, physical, signs and symbols); (4) Making a judgment about the suffering (the need to act); (5) Responding with an intention to alleviate the suffering; (6) Attention to the effect and outcomes of the response. These elements can operate at an individual (human or machine) and collective systems level (healthcare organizations or systems) as a cyclical system to alleviate different types of suffering. New and novel approaches to human-AI intelligent caring could enrich education, learning, and clinical practice; extend healing spaces; and enhance healing relationships. Implications In a complex adaptive system such as healthcare, human-AI intelligent caring will need to be implemented, not as an ideology, but through strategic choices, incentives, regulation, professional education, and training, as well as through joined up thinking about human-AI intelligent caring. Research funders can encourage research and development into the topic of AI technologies and compassion as a system of human-AI intelligent caring. Educators, technologists, and health professionals can inform themselves about the system of human-AI intelligent caring.
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Affiliation(s)
| | - Teodor Zidaru
- Department of Anthropology, London School of Economics and Political Sciences, London, United Kingdom
| | - Fiona Ross
- Faculty of Health, Science, Social Care and Education, Kingston University London, London, United Kingdom
| | - Cindy Mason
- Artificial Intelligence Researcher (Independent), Palo Alto, CA, United States
| | | | - Melissa Ream
- Kent Surrey Sussex Academic Health Science Network (AHSN) and the National AHSN Network Artificial Intelligence (AI) Initiative, Surrey, United Kingdom
| | - Rich Stockley
- Head of Research and Engagement, Surrey Heartlands Health and Care Partnership, Surrey, United Kingdom
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Eysenbach G, Wang YR, Huang TC. Exploring Key Factors Influencing Nursing Students' Cognitive Load and Willingness to Serve Older Adults: Cross-sectional Descriptive Correlational Study. JMIR Serious Games 2023; 11:e43203. [PMID: 36333104 PMCID: PMC9850282 DOI: 10.2196/43203] [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: 10/04/2022] [Accepted: 11/04/2022] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND Virtual learning environments (VLEs) use a virtual environment to support learning activities. VLEs are commonly used to overcome the temporal and spatial restrictions of learning activities held in conventional face-to-face classrooms. In VLEs, students can participate in learning activities using the internet, and teachers can provide assistive learning tools during the process. OBJECTIVE The purpose of this study was to investigate the relationships among nursing students' mental load, cognitive load, and affective learning outcomes in terms of their willingness to serve older adults in an interaction-based educational virtual reality (VR) learning environment. METHODS This study used a cross-sectional method. A total of 130 students participated in interaction-based VR learning and completed related questionnaires. Descriptive and inferential statistics and stepwise regression for data analysis were used. RESULTS The research results revealed that in the dimension of willingness to use VR learning materials, perceived usefulness received the highest score (mean 4.42, SD 0.45). In the dimension of nursing ability, students scored the highest in information management and application ability to care for case patients (mean 4.35, SD 0.54). Correlation analysis revealed that cognitive load during learning and willingness to serve older adults were negatively correlated, whereas willingness to use VR learning materials was positively correlated with nursing ability and willingness to serve older adults. Analyzing the regression coefficients of predictor variables revealed that willingness to use VR learning materials (β=.23; t2=2.89, P=.005) and cognitive load during learning (β=-.35; t2=-.4.30, P<.001) were predictive factors of nursing students' willingness to serve older adults. CONCLUSIONS This study demonstrated that students' willingness to use VR learning materials and their cognitive load during learning affected their willingness to care for older adults. Therefore, the components of mental or cognitive load generate inconsistent predictive effects on affective variables and willingness to serve older adults.
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Affiliation(s)
| | - Yu-Rung Wang
- Department of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan
| | - Tien-Chi Huang
- Department of Information Management, National Taichung University of Science and Technology, Taichung, Taiwan
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Virtual Reality in Health Science Education: Professors’ Perceptions. MULTIMODAL TECHNOLOGIES AND INTERACTION 2022. [DOI: 10.3390/mti6120110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
Virtual reality (VR) is a simulated experience in a three-dimensional (3D) computer-simulated world. Recent advances in technology position VR as a multipurpose technology in the healthcare sector and as a critical component in achieving Health 4.0. In this article, descriptive and correlationally quantitative research is carried out on the assessments made by Latin American health sciences university professors on the didactic use of virtual reality technologies. The main objective was to analyze the differences in the perceptions expressed by the public or private tenure of the universities where the professors teach. In addition, gender and age gaps were identified in the assessments obtained from each of the types of universities. The results reveal that Latin American health science professors at private universities have a higher selfconcept of their digital skills for the use of virtual reality in the lectures. This greater selfconcept also leads to a reduction in the gender and age gaps in the participating private universities with respect to the public counterparts. It is advisable to increase both faculty training in the didactic use of virtual reality and funding for its use, mainly in public universities.
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Hilken T, Chylinski M, de Ruyter K, Heller J, Keeling DI. Exploring the frontiers in reality-enhanced service communication: from augmented and virtual reality to neuro-enhanced reality. JOURNAL OF SERVICE MANAGEMENT 2022. [DOI: 10.1108/josm-11-2021-0439] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe authors explore neuro-enhanced reality (NeR) as a novel approach for enhancing service communication between customers, frontline employees, and service organizations that extends beyond current state-of-the-art approaches based on augmented reality (AR) and virtual reality (VR) technologies.Design/methodology/approachThe authors first take stock of research on reality-enhanced service communication with AR and VR, then complement these insights with emerging neuroscientific research to conceptualize how NeR enables innovative forms of service communication. On this basis, the authors develop a research agenda to guide the future study and managerial exploitation of NeR.FindingsAR and VR already offer unique affordances for digital-to-physical communication, but these can be extended with NeR. Specifically, NeR supports neuro-to-digital and digital-to-neuro communication based on neuroimaging (e.g. controlling digital content through thought) and neurostimulation (e.g. eliciting brain responses based on digital content). This provides a basis for outlining possible applications of NeR across service settings.Originality/valueThe authors advance knowledge on reality-enhanced service communication with AR and VR, whilst also demonstrating how neuroscientific research can be extended from understanding brain activity to generating novel service interactions.
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Elcokany NM, Abdelhafez AI, Samuel Sharaby VM, Belal S. Use of Computer-Based Scenarios for Clinical Teaching: Impact on Nursing Students' Decision-Making Skills. Healthcare (Basel) 2021; 9:1228. [PMID: 34575002 PMCID: PMC8471097 DOI: 10.3390/healthcare9091228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 08/23/2021] [Accepted: 09/07/2021] [Indexed: 11/16/2022] Open
Abstract
Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. AIM This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students' decision-making skills. SAMPLE There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. METHODS The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student's feedback about the computer-based case scenarios was also investigated. RESULTS The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.
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Affiliation(s)
- Nermine M. Elcokany
- Department of Nursing, College of Applied Medical Sciences, King Faisal University, Al-Ahsa 31982, Saudi Arabia; (A.I.A.); (V.M.S.S.); (S.B.)
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