Virtual reality in midwifery education: A mixed methods study to assess learning and understanding

Ryan, Grace; Callaghan, Shauna; Rafferty, Aran; Murphy, John; Higgins, Mary; Barry, Theresa; Mangina, Eleni; Carroll, Lorraine; McAuliffe, Fionnuala M.

doi:10.1016/j.nedt.2022.105573

Cited by 15 publications

(11 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Wu, Chao & Xiao (2022) Taiwan [29] …to examine the impact of VRS on knowledge acquisition compared to a traditional lecture based approach. (2020) [34] Vacuum [32] Fetal lie, position and presentation (2019) [24] Fire safety knowledge and skills (2020) [26] Airway In all of the studies, the evidence-based needs assessment for creating the VRS was based on a review of previous literature. Furthermore, guidelines, [22] recommendations and standards [22,34] as well as organizational [24] and educational needs [33] were used.…”

Section: Discussionmentioning

confidence: 99%

“…The scenarios focused on acute critical care, [21,22,24,[26][27][28] preoperative nursing processes, [30,31] neonatal infection and pediatric care, [29,30,32,33] and single nursing interventions to include urinary catheterization, [23,25] vacuum blood collection, [34] and observation of patients' symptoms. [35] The storyboard was based on evidence, [13,33] clinical situations, [35] and expert experience, [27][28][29][30][31][32]35] and it was constructed in collaboration with researchers, content experts, [26-29, 31-33, 35] educational experts, [26,28] nursing students, [31,34] and information technology specialists. [23,25,29,30,32,34] In some studies, the scenario development process was not reported.…”

Section: Scenarios For Virtual Reality Simulationmentioning

confidence: 99%

“…[35] The storyboard was based on evidence, [13,33] clinical situations, [35] and expert experience, [27][28][29][30][31][32]35] and it was constructed in collaboration with researchers, content experts, [26-29, 31-33, 35] educational experts, [26,28] nursing students, [31,34] and information technology specialists. [23,25,29,30,32,34] In some studies, the scenario development process was not reported. [21,22,24] The VRS lasted between 10 and 45 minutes, with 20 minutes or less in almost half of the studies (n = 9).…”

Section: Scenarios For Virtual Reality Simulationmentioning

confidence: 99%

“…Ireland [32] …to explore the effectiveness of Virtual Reality Learning Environment (VRLE) in increasing knowledge retention in midwife education.…”

Section: Ryan Et Al (2022)mentioning

confidence: 99%

“…Instruction to VRS as a pre-briefing conducted in person or in video format was used in the majority of the scenarios (n = 10), either on its own [23,25,32,35] or in combination with a video [21,22,27,28,30] and/or lecture on the subject matter. [21,22,24,31] Automatic feedback on performance immediately after the VRS (n = 8) was the only debrief mentioned.…”

Section: Single Player With Hmd and Hand Controllermentioning

confidence: 99%

See 4 more Smart Citations

Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review

Pernica,

Virtanen,

Lunddahl Bager

et al. 2023

JNEP

View full text Add to dashboard Cite

Background and objectives: Virtual reality simulation (VRS) can be used to complement experiential learning, as it enables nursing students to further learn and refine nursing skills outside of the clinical setting. However, gathering evidence for its effectiveness as a teaching method in achieving learning outcomes is still ongoing, and thus there is a lack of systematic synthesis. The objective of this systematic literature review is to analyze VRS scenarios with a high level of immersion and their impact on learning outcomes in nursing education.Methods: A literature search was performed in the MEDLINE, CINAHL, and ERIC databases in November 2022. As a result, fifteen studies were included and analyzed using deductive content analysis.Results: The studies reported twelve different scenarios for virtual reality simulations with high levels of immersion, the focus of which was on acute critical care, broader nursing processes, neonatal and pediatric care, single nursing interventions, and observation of patients’ symptoms. The associated learning objectives were mainly achieved in the domains of cognition and psychomotor skills.Conclusions: There are several VRS scenarios that show potential for use in nursing education. The VRS scenarios are effective in improving learning outcomes, particularly those related to knowledge and skills. Overall, the supportive body of evidence gained through this review may help nurse educators in integrating virtual simulations in their curricula. In the future, nursing and adult learning theories should be given greater consideration, and the aspect of affective learning could be included in design and implementation. Moreover, future research could benefit from exploring the long-term effects of learning after using VRS with a high level of immersion to provide valuable evidence for developing VRS teaching methods in nursing.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Scenarios For Virtual Reality Simulationmentioning

confidence: 99%

Section: Scenarios For Virtual Reality Simulationmentioning

confidence: 99%

“…Ireland [32] …to explore the effectiveness of Virtual Reality Learning Environment (VRLE) in increasing knowledge retention in midwife education.…”

Section: Ryan Et Al (2022)mentioning

confidence: 99%

Section: Single Player With Hmd and Hand Controllermentioning

confidence: 99%

See 3 more Smart Citations

Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review

Pernica,

Virtanen,

Lunddahl Bager

et al. 2023

JNEP

View full text Add to dashboard Cite

show abstract

Feasibility of teaching and assessing medical students in the metaverse: design and features for its learning efficiency

Rodriguez-Florido,

Reyes-Cabrera,

Melián

et al. 2024

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

The metaverse is known as the hypothetical iteration of the Internet as a single, connected, universal and immersive virtual world that can be accessed via immersive technology devices. One approach to this concept can be achieved through the use of multi-user immersive virtual reality applications. Immersive virtual reality (IVR), which uses gadgets that allow the user to visualize and interact in an enveloping way, is a very attractive technology for teaching purposes. There are many references in the scientific literature about its use for this purpose, including encouraging results in the field of medicine. However, there have not been enough studies assessing how much this type of technology really contributes to learning medicine. This work investigates the feasibility of using the metaverse as an educational tool in medicine. We propose a multi-user immersive virtual reality application for implementing a scene of the metaverse in which medical students are taught. Our work considers that in order to ensure this type of technology is useful in the education of medical students, the technology itself (multi-user IVR) must be designed and implemented for a medical student profile. They usually spend too much time for adapting themselves to use and manage this kind of technology when they are exposed to it for learning. The technology should not be a barrier to acquiring, or disseminating the academic contents themselves. It should act as a catalyst that enhances the speed and capacity for learning medical educational topics. Thus, we present design and user experience specifications that we implemented in an anatomical dissection room in the metaverse, and with which we conducted experiments with 114 sixth-grade medical students. Our results indicate that, based on the design and user experience characteristics that we propose in this paper, the metaverse can indeed serve as a useful and effective educational resource whose technological complexity is no barrier to medical teaching.

show abstract

Virtual reality training for postpartum uterine balloon insertion—a multi-center randomized controlled trial

McEvoy,

Kane,

Hokey

et al. 2024

American Journal of Obstetrics & Gynecology MFM

View full text Add to dashboard Cite

Virtual reality in midwifery education: A mixed methods study to assess learning and understanding

Cited by 15 publications

References 48 publications

Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review

Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review

Feasibility of teaching and assessing medical students in the metaverse: design and features for its learning efficiency

Virtual reality training for postpartum uterine balloon insertion—a multi-center randomized controlled trial

Contact Info

Product

Resources

About