Immersive virtual reality simulation versus screen-based virtual simulation: An examination of learning outcomes in nursing education

IF 3.4 3区医学 Q1 NURSING

Clinical Simulation in Nursing Pub Date : 2025-04-10 DOI:10.1016/j.ecns.2025.101710

Cindy Dong DNP, ARNP , Chanam Shin PhD, RN , Joan McDonagh MSN, RN , Erla Champ-Gibson PhD, RN

{"title":"Immersive virtual reality simulation versus screen-based virtual simulation: An examination of learning outcomes in nursing education","authors":"Cindy Dong DNP, ARNP , Chanam Shin PhD, RN , Joan McDonagh MSN, RN , Erla Champ-Gibson PhD, RN","doi":"10.1016/j.ecns.2025.101710","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR) and screen-based (2D) virtual reality simulations are increasingly used in nursing education; however, research comparing their effectiveness is limited.</div></div><div><h3>Method</h3><div>This quasi-experimental study compared learning outcomes between IVR (<em>n</em> = 14) and screen-based (2D) virtual reality (<em>n</em> = 13) simulations among first-year nursing students. Both groups completed pre- and post-tests on orthopedic postoperative nursing management knowledge and a post-test survey on satisfaction and self-confidence.</div></div><div><h3>Results</h3><div>Both groups showed improvements in knowledge test scores, which were not statistically significant. The IVR group demonstrated significantly higher satisfaction and self-confidence scores compared to the screen-based group.</div></div><div><h3>Conclusion</h3><div>While both IVR and screen-based (2D) virtual reality simulations can effectively teach content, IVR may offer advantages in student engagement and confidence. Further research is needed to determine long-term outcomes and cost-effectiveness of IVR in nursing education.</div></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":"102 ","pages":"Article 101710"},"PeriodicalIF":3.4000,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Simulation in Nursing","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1876139925000271","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Immersive virtual reality (IVR) and screen-based (2D) virtual reality simulations are increasingly used in nursing education; however, research comparing their effectiveness is limited.

Method

This quasi-experimental study compared learning outcomes between IVR (n = 14) and screen-based (2D) virtual reality (n = 13) simulations among first-year nursing students. Both groups completed pre- and post-tests on orthopedic postoperative nursing management knowledge and a post-test survey on satisfaction and self-confidence.

Results

Both groups showed improvements in knowledge test scores, which were not statistically significant. The IVR group demonstrated significantly higher satisfaction and self-confidence scores compared to the screen-based group.

Conclusion

While both IVR and screen-based (2D) virtual reality simulations can effectively teach content, IVR may offer advantages in student engagement and confidence. Further research is needed to determine long-term outcomes and cost-effectiveness of IVR in nursing education.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

Clinical Simulation in Nursing NURSING-

CiteScore

5.50

自引率

15.40%

发文量

107

期刊介绍： Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation. We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria: Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation Innovative teaching/learning strategies using simulation Articles updating guidelines, regulations, and legislative policies that impact simulation Leadership for simulation Simulation operations Clinical and academic uses of simulation.