Development and evaluation of virtual reality simulation education based on coronavirus disease 2019 scenario for nursing students: A pilot study

Jeong, Younhee; Lee, Hanna; Han, Jeong‐Won

doi:10.1002/nop2.1145

Cited by 16 publications

(16 citation statements)

References 53 publications

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“…In both the control and intervention groups, significant differences were found in the nursing students’ knowledge about infectious respiratory diseases, self-efficacy, and clinical reasoning between the pre-test and post-test. However, no difference was found between the two groups [ 34 ], as was the case in the present study.…”

Section: Discussioncontrasting

confidence: 56%

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

Sadeghi,

Nematollahi,

Farokhzadian

et al. 2023

BMC Nurs

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Introduction Competency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students. Method This quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students’ Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests. Results The average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 240.76 (SD = 35.36) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P < 0.05). The independent t-test did not show a significant difference between the control and intervention groups before and after the intervention (P > 0.05). Conclusion The results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

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Section: Discussioncontrasting

confidence: 56%

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

Sadeghi,

Nematollahi,

Farokhzadian

et al. 2023

BMC Nurs

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“…First, an immersive VR simulation (ie, COVID-19 VR Strikes Back) was at least as effective as traditional learning methods for training medical students regarding COVID-19–related skills [ 68 ]. Second, 2 immersive VR experiences, one involving wearing and stripping personal protective equipment [ 73 ] and the other involving the management of patients with respiratory infectious diseases due to COVID-19 [ 77 ], provided an effective and safe alternative to training nurses during the first year of the COVID-19 pandemic. Third, a virtual simulation of 2 patients (ie, COVID-19 and surgical trauma), which tried using desktop displays, helped nursing students bridge gaps in teaching and learning processes [ 104 ].…”

Section: Resultsmentioning

confidence: 99%

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

Pallavicini¹,

Pepe²,

Clerici³

et al. 2022

JMIR Serious Games

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Background Virtual reality can play an important role during the COVID-19 pandemic in the health care sector. This technology has the potential to supplement the traditional in-hospital medical training and treatment, and may increase access to training and therapies in various health care settings. Objective This systematic review aimed to describe the literature on health care–targeted virtual reality applications during the COVID-19 crisis. Methods We conducted a systematic search of the literature on the PsycINFO, Web of Science, and MEDLINE databases, according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. The search string was as follows: “[(virtual reality)] AND [(COVID-19) OR (coronavirus) OR (SARS-CoV-2) OR (healthcare)].” Papers published in English after December 2019 in peer-reviewed journals were selected and subjected to the inclusion and exclusion criteria. We used the Mixed Methods Appraisal Tool to assess the quality of studies and the risk of bias. Results Thirty-nine studies met the inclusion criteria. Seventeen studies showed the usefulness of virtual reality during the COVID-19 crisis for reducing stress, anxiety, depression, and pain, and promoting physical activity. Twenty-two studies revealed that virtual reality was a helpful learning and training tool during the COVID-19 crisis in several areas, including emergency medicine, nursing, and pediatrics. This technology was also used as an educational tool for increasing public understanding of the COVID-19 pandemic. Different levels of immersion (ie, immersive and desktop virtual reality), types of head-mounted displays (ie, PC-based, mobile, and standalone), and content (ie, 360° videos and photos, virtual environments, virtual reality video games, and embodied virtual agents) have been successfully used. Virtual reality was helpful in both face-to-face and remote trials. Conclusions Virtual reality has been applied frequently in medicine during the COVID-19 pandemic, with positive effects for treating several health conditions and for medical education and training. Some barriers need to be overcome for the broader adoption of virtual reality in the health care panorama. Trial Registration International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY) INPLASY202190108; https://inplasy.com/inplasy-2021-9-0108/

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“…These con icting results were probably because the students in the intervention group practically performed the intended roles and continued until mastery. Jeong et al (2022) showed that virtual reality simulation training based on the COVID-19 scenario was e cient. In both the control and intervention groups, signi cant differences were found in the nursing students' knowledge about infectious respiratory diseases, self-e cacy, and clinical reasoning between the pre-test and post-test.…”

Section: Karageorge Et Al (2020) Assessed the Skills Of Crisis Manage...mentioning

confidence: 99%

The effect of scenario-based training on the Core competencies of nursing students

Sadeghi

Nematollahi

Farokhzadian

et al. 2023

Preprint

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Introduction Competency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students. Method This quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students' Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests. Results The average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 237.05 (SD = 36.33) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P < 0.05). The independent t-test did not show a significant difference between the control and intervention groups before and after the intervention (P > 0.05). Conclusion The results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

show abstract

Development and evaluation of virtual reality simulation education based on coronavirus disease 2019 scenario for nursing students: A pilot study

Cited by 16 publications

References 53 publications

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

The effect of scenario-based training on the Core competencies of nursing students: a semi-experimental study

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: Systematic Review

The effect of scenario-based training on the Core competencies of nursing students

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