ImmersiMed: Cross-platform simulation training

Jorissen, Pieter; Boi, Ivan De

doi:10.4103/digm.digm_12_18

Cited by 5 publications

(1 citation statement)

References 10 publications

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“…Only a limited number of VR software programs have been designed for learning NTS. Examples of these 2 aspects are task prioritization according to professional guidelines [ 26 ] and single-patient management and deterioration detection [ 27 , 28 ]. It is noteworthy that inconsistent results have been found in high-IVR systems for risk perception and safety training in high school students [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

The Use of Immersive Virtual Reality Training for Developing Nontechnical Skills Among Nursing Students: Multimethods Study

Chan,

Kor,

Liu

et al. 2024

Asian Pac Isl Nurs J

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Background Immersive virtual reality (IVR) is a niche technology rising in popularity in nursing education. Although there is an abundance of evidence to demonstrate the effect of virtual reality (VR) on desired learning outcomes, this evidence is limited to technical or procedural skills or managing a single patient with clinical problems. Nontechnical skills (NTS), such as communication, decision-making, teamwork, situation awareness, and managerial skills, have not been explored using IVR technology. Objective This study aimed to (1) investigate the potential efficacy of the IVR system virtual reality hospital (VR-Hospital, or VR-Hosp), a single-user game we developed, on nursing students’ NTS, sense of presence in the virtual clinical environment, and satisfaction and self-confidence in learning; (2) identify variables that predict NTS; and (3) explore students’ experience in using VR-Hosp. Methods A multimethods design with a quantitative and qualitative approach was adopted. Participants were provided with VR-Hosp with 3 scenarios in training. VR-Hosp adopted a multibed, multipatient, multitask approach and was embedded with various clinical situations. Learning outcomes were measured after the training, followed by group interviews. Results In total, 202 students joined the study. Results revealed high levels of satisfaction and self-confidence in learning. Significant achievement in NTS was perceived by the students. The levels of satisfaction and self-confidence in learning and the involvement and sensory fidelity domains in the sense of presence were positive predictors of NTS. Conclusions The promising results offer a basis for designing IVR activities for nursing education. Further investigations are imperative to determine the impact of IVR technology on learning outcomes in clinical practice.

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