Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF, Michelle Aebersold PhD, RN, CHSE, FSSH, FAAN, Linda DiClimente DNP, RN, BA, Carol Flaten DNP, RN, PHN, Marshall K. Muehlbauer BSN, RN, PHN, Ann Loomis PhD, RN, CNEcl
{"title":"打破界限：沉浸式虚拟现实如何重塑护理教育","authors":"Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF, Michelle Aebersold PhD, RN, CHSE, FSSH, FAAN, Linda DiClimente DNP, RN, BA, Carol Flaten DNP, RN, PHN, Marshall K. Muehlbauer BSN, RN, PHN, Ann Loomis PhD, RN, CNEcl","doi":"10.1016/S2155-8256(24)00053-X","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Immersive virtual reality (IVR) is sparking significant interest among nursing educators as a new method of simulation in clinical education. IVR maximizes the power of presence, which stimulates senses, creating a feeling of being situated in the given virtual environment more than in the physical environment, providing more realistic learning experiences for students to practice clinical decision-making and clinical judgment skills.</p></div><div><h3>Purpose</h3><p>This multi-site descriptive study sought to develop and integrate five IVR scenarios (IVRSs) in a prelicensure senior-level baccalaureate course and to investigate students’ perceptions of cognitive workload, usability, and learning while using IVR.</p></div><div><h3>Methods</h3><p>Five IVRSs were developed and integrated, accompanied by a step-by-step guide for implementing IVRSs. Students were scheduled in five 2-hour sessions to independently complete each IVRS followed by a reflective debriefing led by a trained debriefer. The National Aeronautics and Space Administration Task Load Index, the System Usability Scale, and one open-response item were used to collect data.</p></div><div><h3>Results</h3><p>All senior-level students completed the five IVRSs as part of their regularly scheduled course, and 222 consented to inclusion of their deidentified data. Participants rated IVR as requiring a high level of cognitive workload and having below average usability, yet qualitative responses demonstrated a positive perception of learning using IVR.</p></div><div><h3>Conclusion</h3><p>IVR has promising potential for nursing education, contributing a simulation method that leverages technological advancements and cognitive principles. IVR simulation can be integrated into nursing courses following the Healthcare Simulation Standards of Best Practice to ensure that the quality required of clinical education is achieved. To fully realize the benefits IVR in nursing education and inform regulatory guidelines, further research and collaboration are essential.</p></div>","PeriodicalId":46153,"journal":{"name":"Journal of Nursing Regulation","volume":"15 2","pages":"Pages 28-37"},"PeriodicalIF":4.2000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Breaking Boundaries: How Immersive Virtual Reality Is Reshaping Nursing Education\",\"authors\":\"Cynthia Sherraden Bradley PhD, RN, CNE, CHSE, ANEF, Michelle Aebersold PhD, RN, CHSE, FSSH, FAAN, Linda DiClimente DNP, RN, BA, Carol Flaten DNP, RN, PHN, Marshall K. Muehlbauer BSN, RN, PHN, Ann Loomis PhD, RN, CNEcl\",\"doi\":\"10.1016/S2155-8256(24)00053-X\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Immersive virtual reality (IVR) is sparking significant interest among nursing educators as a new method of simulation in clinical education. IVR maximizes the power of presence, which stimulates senses, creating a feeling of being situated in the given virtual environment more than in the physical environment, providing more realistic learning experiences for students to practice clinical decision-making and clinical judgment skills.</p></div><div><h3>Purpose</h3><p>This multi-site descriptive study sought to develop and integrate five IVR scenarios (IVRSs) in a prelicensure senior-level baccalaureate course and to investigate students’ perceptions of cognitive workload, usability, and learning while using IVR.</p></div><div><h3>Methods</h3><p>Five IVRSs were developed and integrated, accompanied by a step-by-step guide for implementing IVRSs. Students were scheduled in five 2-hour sessions to independently complete each IVRS followed by a reflective debriefing led by a trained debriefer. The National Aeronautics and Space Administration Task Load Index, the System Usability Scale, and one open-response item were used to collect data.</p></div><div><h3>Results</h3><p>All senior-level students completed the five IVRSs as part of their regularly scheduled course, and 222 consented to inclusion of their deidentified data. Participants rated IVR as requiring a high level of cognitive workload and having below average usability, yet qualitative responses demonstrated a positive perception of learning using IVR.</p></div><div><h3>Conclusion</h3><p>IVR has promising potential for nursing education, contributing a simulation method that leverages technological advancements and cognitive principles. IVR simulation can be integrated into nursing courses following the Healthcare Simulation Standards of Best Practice to ensure that the quality required of clinical education is achieved. To fully realize the benefits IVR in nursing education and inform regulatory guidelines, further research and collaboration are essential.</p></div>\",\"PeriodicalId\":46153,\"journal\":{\"name\":\"Journal of Nursing Regulation\",\"volume\":\"15 2\",\"pages\":\"Pages 28-37\"},\"PeriodicalIF\":4.2000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Regulation\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S215582562400053X\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Regulation","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S215582562400053X","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Breaking Boundaries: How Immersive Virtual Reality Is Reshaping Nursing Education
Background
Immersive virtual reality (IVR) is sparking significant interest among nursing educators as a new method of simulation in clinical education. IVR maximizes the power of presence, which stimulates senses, creating a feeling of being situated in the given virtual environment more than in the physical environment, providing more realistic learning experiences for students to practice clinical decision-making and clinical judgment skills.
Purpose
This multi-site descriptive study sought to develop and integrate five IVR scenarios (IVRSs) in a prelicensure senior-level baccalaureate course and to investigate students’ perceptions of cognitive workload, usability, and learning while using IVR.
Methods
Five IVRSs were developed and integrated, accompanied by a step-by-step guide for implementing IVRSs. Students were scheduled in five 2-hour sessions to independently complete each IVRS followed by a reflective debriefing led by a trained debriefer. The National Aeronautics and Space Administration Task Load Index, the System Usability Scale, and one open-response item were used to collect data.
Results
All senior-level students completed the five IVRSs as part of their regularly scheduled course, and 222 consented to inclusion of their deidentified data. Participants rated IVR as requiring a high level of cognitive workload and having below average usability, yet qualitative responses demonstrated a positive perception of learning using IVR.
Conclusion
IVR has promising potential for nursing education, contributing a simulation method that leverages technological advancements and cognitive principles. IVR simulation can be integrated into nursing courses following the Healthcare Simulation Standards of Best Practice to ensure that the quality required of clinical education is achieved. To fully realize the benefits IVR in nursing education and inform regulatory guidelines, further research and collaboration are essential.
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.
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