Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

Abstract

ObjectivesThe challenges of bioscience courses such as anatomy and physiology in nursing education are well documented. Virtual reality has recently become accessible and may support student engagement. The purpose of this project was to describe students’ engagement and experiences with virtual reality in a first-year nursing course on anatomy, physiology, and health assessment.MethodsWe used a cross-sectional design and collected both quantitative and qualitative data. The Exploratory Learning Model guided our work.ResultsStudents perceived their engagement to be higher in virtual reality compared to other teaching methods. Their experiences were positive with students reporting that they found it easy to use, it helped their learning, and they recommended more of it.ConclusionsVirtual reality is an accessible tool for supporting student engagement. The Exploratory Learning Model is a useful conceptualization for integrating virtual reality into a course. Future research on the relationship between virtual reality and learning achievements is warranted.

Perceptions and needs for a community nursing virtual simulation system for Chinese nursing students during the COVID-19 pandemic: A qualitative study

“…Consistent with the results of other studies, all nursing students found the virtual simulation system as a novel, flexible, and interesting learning tool, which could help them familiarize themselves with the different scenarios encountered in nursing practice [ 41 ]. Virtual simulation systems provide nursing students with a realistic and immersive environment to improve the efficiency of theoretical knowledge transfer, without any barriers of time or space [ 42 ]. In addition, it can provide nursing students with a safe and private operating environment for trial and error.…”

A Pilot Study to Investigate the Role of Virtual Reality in the Preservice Training of Nursing Staff in Isolation Wards

“…Some possible explanations for the benefits might be the result of the “novelty effect,” 27 and the novel nature of VR increased their motivation and made learning more interesting. 28 The use of VR aids is therefore quite feasible and is a potential alternative method for in-person training in the medical field.…”

“…Virtual reality offers an immersive experience with inherent benefits for participants (eg, increased immersion, quick adaptation, safe practice, alleviation of anxiety). Some possible explanations for the benefits might be the result of the “novelty effect,” 27 and the novel nature of VR increased their motivation and made learning more interesting 28 . The use of VR aids is therefore quite feasible and is a potential alternative method for in-person training in the medical field.…”

360-Degree Virtual Reality Utilising Head-Mounted Devices in Undergraduate Nursing and Midwifery Education: A Scoping Review

“…Other studies required clinical training experience as an inclusion criterion [28,30,47]. However, most studies provided theoretical lectures before implementing the VR intervention [29,31,32,34,35,[42][43][44]46,47,49]. Students perceived their engagement to be higher in VR and found that it was easy to use and helped their learning, and they recommended it.…”

“…Furthermore, the model posits that learning depends on the teacher and student interactions, expectations, and roles. [43] Examine the differences in learning outcomes satisfaction and self-confidence based on type of simulation VR or HFS [33] Evaluate the use of VR simulation compared to hybrid simulation as a training modality [32] Provide new evidence in how varying levels of immersion are perceived by nursing students using VRS [44] Evaluate the use of VRS by examining two varying levels of VS on learning outcomes and retention and gain an understanding of the student experience Experiential Learning Theory (ELT) [46] Describe students' experiences with VR on anatomy and health assessment.…”