Enhancing nursing competence and knowledge: Evaluating the impact of immersive virtual reality in nursing education

IF 6.3 4区医学 Q1 NURSING

Journal of Nursing Regulation Pub Date : 2025-04-01 DOI:10.1016/j.jnr.2025.04.003

Cynthia Sherraden Bradley , Ann Loomis , Linda DiClemente , Carol Flaten , Shakir Rahman , Marshall K. Muehlbauer , Kyle Johnson , Michelle Mathiason , Michelle Aebersold

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引用次数: 0

Abstract

Background

Immersive virtual reality (IVR) is emerging as an innovative simulation method, offering a controlled environment to demonstrate competencies. However, there remains a gap in evidence regarding its impact on outcomes. Little is known regarding how IVR can be used in clinical education, highlighting the need for research to inform regulatory guidance.

Purpose

The aim of the present study was to test the impact of newly developed multipatient IVR scenarios on baccalaureate, senior nursing students’ knowledge and clinical competence.

Methods

Five multipatient IVR scenarios were co-developed and integrated into a senior-level course at three sites. Participants completed each scenario using the Meta Quest 2 virtual reality headset and then participated in a reflective debriefing. Participants completed the Multipatient Knowledge Assessment Scale (MKAS) before the scenario and after the debriefing. The data analytics were aligned with four subscales of the Creighton Competency Evaluation Instrument-Clinical (CCEI-C). The CCEI-C was used to assess competence in direct patient care at the midterm and final clinical evaluations.

Results

Three-hundred thirty-two students completed the research activities and consented to participate. MKAS scores improved after the third, fourth, and fifth scenarios, with the improvements being statistically significant for the fourth and fifth scenarios (p = 0.001). CCEI-C percentages improved from the first to the fifth scenario for the clinical judgment subscale (64 %–72 %) and patient safety subscale (62 %–68 %). CCEI-C scores assessed in patient care settings improved from the midterm to the final evaluation.

Conclusion

IVR has the potential to enhance the knowledge and clinical competence of nursing students by providing standardized virtual opportunities for independent decision-making and realistic practice. Further research is needed to inform regulation of the use of IVR simulation as clinical education.

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提高护理能力和知识：沉浸式虚拟现实在护理教育中的影响评估

沉浸式虚拟现实（IVR）作为一种创新的模拟方法正在兴起，它提供了一个受控的环境来展示能力。然而，关于其对结果的影响，证据仍然存在差距。关于如何在临床教育中使用IVR，人们知之甚少，这突出了研究为监管指导提供信息的必要性。目的探讨新开发的多病人IVR场景对本科、高年级护生知识和临床能力的影响。方法共同开发5个多病人IVR场景，并将其整合到三个地点的高级课程中。参与者使用Meta Quest 2虚拟现实耳机完成每个场景，然后参加反思性汇报。参与者在场景之前和汇报之后完成了多患者知识评估量表（MKAS）。数据分析与Creighton能力评估工具-临床（CCEI-C）的四个分量表一致。CCEI-C在中期和最终临床评估中用于评估直接护理患者的能力。结果332名学生完成了研究活动并同意参与。MKAS评分在第三、第四和第五种方案后有所改善，其中第四和第五种方案的改善具有统计学意义（p = 0.001）。临床判断量表（64% - 72%）和患者安全量表（62% - 68%）的CCEI-C百分比从第一情景提高到第五情景。在病人护理环境中评估的CCEI-C得分从中期到最终评估有所改善。结论ivr通过为护生提供标准化的虚拟机会进行自主决策和现实实践，具有提高护生知识和临床能力的潜力。需要进一步的研究来告知使用IVR模拟作为临床教育的法规。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Nursing Regulation NURSING-

CiteScore

4.60

自引率

12.50%

发文量

审稿时长

54 days

期刊介绍： Journal of Nursing Regulation (JNR), the official journal of the National Council of State Boards of Nursing (NCSBN®), is a quarterly, peer-reviewed, academic and professional journal. It publishes scholarly articles that advance the science of nursing regulation, promote the mission and vision of NCSBN, and enhance communication and collaboration among nurse regulators, educators, practitioners, and the scientific community. The journal supports evidence-based regulation, addresses issues related to patient safety, and highlights current nursing regulatory issues, programs, and projects in both the United States and the international community. In publishing JNR, NCSBN''s goal is to develop and share knowledge related to nursing and other healthcare regulation across continents and to promote a greater awareness of regulatory issues among all nurses.