Exploring the Possibility of Virtual Reality in Nursing Skills Education: A Preliminary Study Using a First-Person Video

Abstract

Background: While demonstration videos from a third-person perspective have traditionally been used as teaching materials for nursing skills, first-person videos allow observers to experience how nursing educators move and what they see. In this pilot study, a first-person demonstration video for tracheostomy suctioning skills was shown to participants via a virtual reality (VR) head-mounted display (HMD), which we referred to as a VR teaching material (VR-TM). In an intervention experiment, we investigated the effects of the VR-TM on participants' performance on the skill assessment test. Additionally, usability of the VR-TM was evaluated by questionnaire ratings. Methods: Thirty-six participants (nursing students) were assigned to three groups in the experiment: 1) VR group: the participants that viewed the VR-TM, 2) TR group: the participants that viewed a traditional demonstration video from a third-person perspective, and 3) NO group: the participants that received no intervention. Score changes in the skill assessments of participants before the intervention (pre-test) and after the intervention (post-test) were analyzed. After the experiment, all participants completed a faculty-designed questionnaire about the VR-TM usability. Results: The questionnaire ratings indicated that the participants evaluated the VR-TM favorably in terms of skill understanding and motivation to practice the skill. However, one-third of participants reported mild discomfort during the VR-TM. In regards to score changes in the skill assessment test, no significant difference between the VR and TR groups was identified, though the two groups produced greater score changes compared to the NO group. Conclusion: The combination of first-person video and the HMD might be promising as a

The Role of Three-Dimensional Reconstruction of Medical Images and Virtual Reality in Nursing Experimental Teaching

“…At the same time, before virtual teaching, students need to increase the time of self-study before class to familiarize themselves with the virtual case, in order to complete the role task assignment and plan the operation time [ 20 , 21 ]. After class, one can also make an appointment in the laboratory to conduct rescue exercises of virtual cases again to consolidate first aid knowledge and skills [ 22 ]. The use of simulated humans in VR technology can repeatedly present rare or critical illnesses, allowing students to be exposed to more clinical cases within a limited time.…”

The Use of Virtual Reality Simulations in Nursing Education, and Patient Safety

“…In the studies, the first step in the teaching of skill is the patient character verification process [43,62,63]. In a thesis study conducted by Biyik Bayram [62], one of the process steps in the simulation scenario is the patient verification step.…”

“…Koivisto et al [43], in their study with 166 nursing students, stated that students working with a simulation scenario were able to identify the descriptive characteristics of the patient and plan appropriate nursing interventions. Shibuy et al [63] in his study with 36 nursing students, it is expected that the student will verify the patient identity in the first step in the 24-item tracheostomy aspiration skill. As seen in the studies, nursing skills practices start with the verification step of the patient identity and the student must ensure the competence in simulation practice to fulfill this task in clinical practice (Table 1) [63].…”

“…Shibuy et al [63] in his study with 36 nursing students, it is expected that the student will verify the patient identity in the first step in the 24-item tracheostomy aspiration skill. As seen in the studies, nursing skills practices start with the verification step of the patient identity and the student must ensure the competence in simulation practice to fulfill this task in clinical practice (Table 1) [63].…”

Education Programs for Invasive Procedures Involving Nurses: A Scoping Review

“…For example, the use of VR in nursing student training on intravenous catheterization has been found to be a successful teaching tool [23]. An interventional study revealed that virtual reality (VR) instruction materials with first-person videos improved tracheal suction learning [22]. To perform urinary catheterization, a computer graphic-based VR system with haptic feedback was created [24].…”