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García-Acosta JM, Castro-Molina FJ, Delgado N, Díez-Fernández O, Rodríguez-Novo N, de Castro-Peraza ME, Lorenzo-Rocha ND, Torres-Jorge JM, Fernández-Martínez AD, Castellano-Fuenmayor MA. Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People. NURSING REPORTS 2023; 14:42-55. [PMID: 38251182 PMCID: PMC10801482 DOI: 10.3390/nursrep14010004] [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: 10/14/2023] [Revised: 12/23/2023] [Accepted: 12/27/2023] [Indexed: 01/23/2024] Open
Abstract
BACKGROUND University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. METHODS This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. RESULTS Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. CONCLUSIONS University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered.
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Affiliation(s)
- Jesús Manuel García-Acosta
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Francisco Javier Castro-Molina
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Naira Delgado
- Department of Cognitive, Social, and Organisational Psychology, University of La Laguna, Tenerife, 38200 Canary Islands, Spain;
| | - Olga Díez-Fernández
- Department of Education, Vocational Training, Physical Activity and Sport, Regional Government of the Canary Islands, Tenerife, 38071 Canary Islands, Spain (A.D.F.-M.)
| | | | - María Elisa de Castro-Peraza
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Nieves Doria Lorenzo-Rocha
- The Canary Islands Public Health Service, Tenerife, 38071 Canary Islands, Spain; (J.M.G.-A.); (M.E.d.C.-P.); (N.D.L.-R.); (M.A.C.-F.)
- Nuestra Señora de la Candelaria School of Nursing, University of La Laguna, Tenerife, 38010 Canary Islands, Spain
| | - Jesús Miguel Torres-Jorge
- Department of Computer and Systems Engineering, University of La Laguna, Tenerife, 38200 Canary Islands, Spain;
| | - Alfredo David Fernández-Martínez
- Department of Education, Vocational Training, Physical Activity and Sport, Regional Government of the Canary Islands, Tenerife, 38071 Canary Islands, Spain (A.D.F.-M.)
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