Abstract
BackgroundNursing education faces significant challenges in providing students with adequate clinical learning experiences, particularly in mental health. Anxiety among nursing students related to clinical practice is well-documented and can hinder effective learning and performance. MethodsThis pilot study aimed to assess the feasibility and effectiveness of using Branching spherical video learning scenarios to reduce student anxiety and enhance mental health assessment knowledge in undergraduate nursing students. A mixed-methods approach, including quasi-experimental design and qualitative interviews, was employed. Participants were randomly assigned to intervention and control groups, with the intervention group experiencing the learning scenario during their clinical course. ResultsQuantitative analysis revealed reductions in anxiety and increases in confidence among the intervention group postintervention. Qualitative interviews confirmed reduced anxiety, increased confidence, and enhanced mental status examination (MSE) knowledge among participants. ConclusionBranching spherical video learning scenarios show promise in alleviating student anxiety and improving mental health assessment knowledge in nursing education. The study underscores the potential of immersive VR technologies to enhance learning experiences and prepare students for clinical practice.
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