A mixed-methods feasibility study to assess the acceptability and applicability of immersive virtual reality sepsis game as an adjunct to nursing education

Impact of sepsis education for healthcare professionals and students on learning and patient outcomes: a systematic review

“…J o u r n a l P r e -p r o o f simulation only followed by debriefing sessions (n = 5) [41,56,[63][64][65], game-based learning (n = 4) [37,42,44,66], and multimodal (n = 8) [35, 36, 38-40, 46, 47, 59]. Didactic teachings were mostly in the form of presentation slides with case study discussions, with 11 studies using the traditional face-to-face classroom teaching approach [43, 45, 48-52, 54, 57, 61, 62] and four studies using the e-learning approach [53,55,58,60].…”

“…Apart from Qian et al [56] who used in-situ simulation, the other four simulation-only studies employed high-fidelity simulations [41,[63][64][65]. Three studies used digital game-based learning [42,44,66] and one study employed low-fidelity tabletop stimulation game-based learning [37]. Last, the multimodal approach (n = 8) included didactic pre-learning on the acquisition of knowledge prior to simulation sessions.…”

“…1). Of these, there were 29 quasi-experimental studies , two randomised controlled trials [64,65], and one mixedmethods study [66]. The study design of the quasi-experimental studies was predominantly without a contemporaneous control (n = 26).…”

“…Learners' views on the learning experience were evaluated by seven studies, in which three studies used gaming [37,42,66], three studies employed high-fidelity simulations [41,46,63], and one study used an electronically delivered learning module [58]. Generally, learning through gameplay and simulations garnered positive responses and acceptability from the learners.…”

“…Generally, learning through gameplay and simulations garnered positive responses and acceptability from the learners. Learners reported that these methods of education delivery helped to facilitate knowledge acquisition and retention [46,63,66], and gave them an opportunity to J o u r n a l P r e -p r o o f apply and practise their clinical skills in a safe environment [66]. In comparison with traditional classroom teaching or e-learning, which are more passive methods of learning, gameplay and simulation were perceived to be more effective methods [37].…”