Abstract
IntroductionVirtual reality (VR) simulation is an intervention used to enhance satisfaction, self-confidence and performance in nursing education. This study aimed to evaluate the effect of VR simulation as a teaching strategy on students’ satisfaction, self-confidence, performance and physiological measures in Jordan. MethodsA pre–post-test control group was used, and 102 nursing students enrolled in community and pediatric nursing courses from Al-Zaytoonah University were recruited. The sample was randomly distributed into intervention (n = 52) and control (n = 50) groups. ResultsFindings showed a significant difference between intervention and control groups pre- and post-VR simulation intervention for satisfaction (t = −24.623, p < 0.001), self-confidence (t = −12.572, p < 0.001) and performance (t = −11.480, p < 0.001). Additionally, there were normal physiological measures for the intervention group before and after conducting procedures in realistic situations. There was a statistically significant improvement in satisfaction, self-confidence and performance as a result of VR simulation. ConclusionsVR simulation is a teaching strategy that provides nursing students with a safe and effective teaching environment. Thus, VR simulation should be incorporated with traditional teaching in nursing clinical courses to enhance nursing students’ satisfaction, self-confidence and performance in clinical settings, in addition to controlling physiological measures (mean arterial pressure and pulse rate) in realistic clinical situation.
Published Version
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