Exploring nursing students' experiences of blindness simulation: A phenomenological study

Abstract

Aim The aim of this study was to explore the experiences of blindness simulation among a group of nursing students. Design This qualitative study was conducted using an interpretive phenomenological method. Methods Using purposeful sampling method, students were informed and invited to participate in the research through the Website of Tehran School of Nursing and Midwifery. We listed the candidates and until data saturation and compilation of the study, 8 students entered the study. They shared their experiences about blindness simulation through individual in‐depth and semi‐structured interviews. We continued the interviews until the data were saturated. The transcribed interviews were analysed by Colaizzi's approach. Results The results of data analysis resulted in three major themes and nine sub‐themes, which were conceptually named based on their nature. The major themes included abandoned in the labyrinth puzzle, vision of heart and self‐alienation.

A virtual reality eyes disease experience for undergraduate nursing students: A phenomenological study protocol

“…Therefore, it makes sense to structure educational interventions that can focus the attention of future nurses on this kind of diseases as well [5] to sentitize them toward how difficult it can be for patients to live with eye diseases. Educational interventions aiming at sensitizing students towards this type of disease have already been tested in the literature, both with physical devices that reproduced particular ocular disease states [8] and with virtual reality technologies [9] ; specifically, some virtual reality applications can be downloaded for free and used for the intended purpose, including NEI VR (See What I See), an application created by the National Eye Institute that, as with other experiences in the literature, allows immersion in virtual reality with 360° videos [10] . The experience of nursing students in using this APP for an educational intervention has not yet been investigated.…”