정신간호 가상현실(VR) 시뮬레이션 교육 프로그램의 효과

Abstract

Objectives This study was conducted to understand the effect of the virtual reality (VR) simulation education program of mental health nursing applied to the mental health nursing theory classes through online video classes for third-grade nursing students on mental health literacy, clinical performance, critical thinking, and educational satisfaction. Through this, it was conducted to use it as a basis for the application of nursing curriculum and VR programs. Methods The research design was a non-equivalent control group pretest-posttest quasi-experimental study. The participants were 103 nursing students. The experimental group (n=63) took a total of 13 mental health nursing theory classes applied with VR simulation, and the control group (n=40) only took mental health nursing theory classes without VR simulation. Descriptive statistics were used for the collected data using the SPSS 25 program. Homogeneity between the experimental and the control group was confirmed using x2-test, Fisher's exact test, and independent t-test. Paired t-test was performed for the difference between before and after the experimental group. Independent t-test were used as the difference between two groups. Results As a result of pretest and posttest the experimental group, there were statistically significant differences in mental health literacy, clinical performance, and critical thinking score. As a result of statistical analysis between the two groups in the experimental group and the control group, a significant difference was found in the score of mental health literacy and educational satisfaction. Conclusions Based on the results of this study, the VR simulation education program of mental health nursing was found to be effective in improving mental health literacy, clinical performance, critical thinking, and educational satisfaction of nursing students. Recommendations are made for use in nursing curriculum and classes incorporating VR simulation.