Transforming healthcare education with immersive virtual reality simulation: An interprofessional case study

IF 6.3 4区医学 Q1 NURSING

Journal of Nursing Regulation Pub Date : 2025-10-01 DOI:10.1016/j.jnr.2025.08.009

Dawn Terzulli DNP, RN, PCCN, CHSE , Kristen Poston DNP, APRN, FNP-C, CHSE , Marc Lapointe PharmD, BCPS , Brandi Townsend BSN, RN , Tese Stephens PhD, MSN, RN, CNE

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引用次数: 0

Abstract

Background

Educators are challenged with finding innovative interventions to meet the evolving curricular and technological demands of the complex and rapidly changing healthcare landscape. A growing body of literature supports immersive virtual reality simulation (IVRS) as an effective instructional methodology.

Purpose

The purpose of this case study is to explore best practices for IVRS integration with an interprofessional team.

Methods

An interprofessional IVRS pilot was implemented with college of nursing and college of pharmacy students at a large, state-supported academic health sciences center in South Carolina.

Results

Twenty nursing and 20 pharmacy students participated in the pilot. Learners and faculty reported immediately seeing value in the learning experience. The data suggested a positive trend: following the interprofessional IVRS session, all respondents indicated agreement or strong agreement with the statement “I feel confident providing care in an interprofessional, team-based environment,” reflecting increased confidence in their ability to function effectively within an interprofessional team.

Conclusions

Faculty and administrators should use a targeted approach to IVRS implementation, beginning with a thorough evaluation of potential curricular needs followed by designing experiences that align with established regulatory guidelines. If possible, interprofessional IVRS training experiences that are developed and guided by simulation experts are recommended. The flexibility and efficiency that IVRS technology brings to historically labor-intensive IP simulation training is a revolutionary development.

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用沉浸式虚拟现实模拟转变医疗保健教育：跨专业案例研究

背景教师面临的挑战是寻找创新的干预措施，以满足复杂和快速变化的医疗保健领域不断发展的课程和技术需求。越来越多的文献支持沉浸式虚拟现实模拟（IVRS）作为一种有效的教学方法。本案例研究的目的是探索与跨专业团队集成IVRS的最佳实践。方法在南卡罗来纳州一个大型国家支持的学术卫生科学中心的护理学院和药学院的学生中实施跨专业IVRS试点。结果20名护理专业学生和20名药学专业学生参与了试点。学习者和教师报告说，他们立即看到了学习经验的价值。数据显示了一个积极的趋势：在跨专业的IVRS会议之后，所有受访者都表示同意或强烈同意“我有信心在跨专业、团队为基础的环境中提供护理”这一说法，这反映了他们对在跨专业团队中有效运作的能力的信心增强。教师和管理人员应该使用有针对性的方法来实施IVRS，首先对潜在的课程需求进行全面评估，然后设计符合既定监管指南的经验。如果可能的话，建议由模拟专家开发和指导的跨专业IVRS培训经验。IVRS技术为历史上劳动密集型的IP模拟训练带来的灵活性和效率是一项革命性的发展。

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.