Abstract
In what ways does VR simulation as a learning activity contribute to increased confidence in therapeutic relational and communication skills among nursing students in mental health practice? There is a need to strengthen practical competence and prepare nursing students for relational work with individuals facing mental health challenges to achieve the best learning outcomes. This study explores students' experiences with VR simulation in mental health and how this learning activity can help nursing students build confidence in their interpersonal interactions with members of a vulnerable patient group. This study employed a qualitative interpretive approach based on focus group interviews and reflection notes. This research study used focus group interviews and reflection notes as methods. Three focus group interviews were conducted and students completed 122 reflection notes. This data collectively forms the basis of the study. The data revealed three main themes regarding how the teaching method contributed to increased student confidence: 1) the learning opportunities provided by VR technology; 2) the relevance of VR for professional practice; and 3) the importance of debriefing and reflection for learning outcomes. VR simulation provided students with a novel experience in mental health practice education. The learning environment was safe, and they were able to visualise theory in the form of practical action. Nursing students found VR simulation to be a relevant preparation for and supplement to clinical practice in mental health work. The students acquired practical and relational competence that benefitted patients and increased patient safety.
Published Version
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