{"title":"From Noticing to Clinical Judgment: Exploring Anxiety in Virtual Reality Nursing Simulation.","authors":"Janet M Reed, Michelle Aebersold, Kathie Lasater","doi":"10.1097/NNE.0000000000002008","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Professional noticing is the first step of clinical judgment and a core competency for nurses. Immersive virtual reality (VR) simulations offer students individualized practice and feedback in noticing, which anxiety may impact.</p><p><strong>Purpose: </strong>To describe the relationship between facilitating and debilitating anxiety and noticing among students in VR simulation.</p><p><strong>Methods: </strong>This was a cross-sectional single-site quantitative study, using individual VR simulations with prelicensure nursing students. Outcomes were measured using the Achievement Anxiety Test and Lasater Clinical Judgment Rubric (LCJR).</p><p><strong>Results: </strong>There were no significant correlations between LCJR noticing scores and either type of anxiety: debilitating anxiety scores: (rs [31] = -0.035, P = .854), facilitating anxiety (rs [31] = 0.18, P = .32).</p><p><strong>Conclusion: </strong>This study suggests that anxiety, whether debilitating or facilitating, is not significantly associated with noticing in VR simulation.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000002008","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: Professional noticing is the first step of clinical judgment and a core competency for nurses. Immersive virtual reality (VR) simulations offer students individualized practice and feedback in noticing, which anxiety may impact.
Purpose: To describe the relationship between facilitating and debilitating anxiety and noticing among students in VR simulation.
Methods: This was a cross-sectional single-site quantitative study, using individual VR simulations with prelicensure nursing students. Outcomes were measured using the Achievement Anxiety Test and Lasater Clinical Judgment Rubric (LCJR).
Results: There were no significant correlations between LCJR noticing scores and either type of anxiety: debilitating anxiety scores: (rs [31] = -0.035, P = .854), facilitating anxiety (rs [31] = 0.18, P = .32).
Conclusion: This study suggests that anxiety, whether debilitating or facilitating, is not significantly associated with noticing in VR simulation.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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