Effectiveness Of Virtual Reality Simulation Research Articles

The effect of virtual reality simulation on nursing students' communication skills: a systematic review and meta-analysis.

https://www.crd.york.ac.uk/prospero, identifier CRD42023439064.

Effect of virtual reality simulation as a teaching strategy on nursing students’ satisfaction, self-confidence, performance, and physiological measures in Jordan

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.

Effectiveness of Virtual Reality Simulation Among BSN Students: A Meta-analysis of Randomized Controlled Trials.

This study aimed to evaluate the effect of virtual reality simulation in nursing education in five domains: knowledge, skill performance, self-confidence, self-efficacy, and satisfaction. Randomized controlled trials were obtained from the databases SCOPUS, Web of Science, PubMed, and EBSCO from inception until September 2021. The standardized mean differences with 95% confidence intervals were determined for the main variables, and heterogeneity was analyzed using the I2 test. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Checklist was used. Meta-analysis was performed using the Stata 15.0 software. Among the 2074 records identified, 18 trials were included. The meta-analysis of these trials indicated that virtual reality simulation caused a significant improvement in knowledge with a moderate effect, skill performance with a moderate effect, and satisfaction with a moderate effect compared with the control group. However, virtual reality simulation did not significantly influence self-confidence and self-efficiency. The findings of this study suggested that virtual reality simulation might significantly benefit knowledge, skill performance, and satisfaction but not self-confidence and self-efficiency. Further well-designed randomized controlled trials with a larger sample size are recommended to confirm these findings.

Effects of virtual reality simulation on medical students’ learning and motivation in human parasitology instruction: a quasi-experimental study

BackgroundDespite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.MethodsA quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students’ learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.ResultsStudents in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, ηp2 = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, ηp2 = 0.14].ConclusionsSimulation-based learning not only leads to superior learning but also enhances students’ subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.

Effect of Virtual Reality Simulation: “Urinary Catheterization Skills” on Nursing Students’ Self-Confidence

Confidence is essential for nursing students in producing better practice of nursing action skills, so this needs to be supported by good learning media. One of the learning media currently developing is virtual reality simulation, an interactive learning media based on immersive technology that combines real space (reality) with virtual space (virtual). This study aimed to analyze the effect of virtual reality simulation in urinary catheterization on the self-confidence of nursing students. This study used a pre-experiment design with a one-group pretest-posttest design approach. Self-confidence was measured using The Confidence Scale questionnaire, consisting of five items. The sampling technique uses a purposive sampling technique with a minimum total sample is 49 students. The data collected were analyzed using the non-parametric Wilcoxon signed-rank test. The result showed an increase in the mean value in the post-test results (21.65) compared to the pretest results (16.98), with an average increase of 4.67 points. The statistical test results showed a significant difference after using virtual reality simulation on nursing students' confidence (p &lt;0.05). So, virtual reality simulation is a learning media that influences nursing students' confidence in performing urinary catheterization skills.

Accounting for complexity in critical realist trials: the promise of PLS-SEM

ABSTRACT Background: Randomized controlled trials have been criticized for their inability to identify and differentiate the causal mechanisms that generate the outcomes they measure. One solution is the development of realist trials that combine the empirical precision of trials' outcome data with realism's theoretical capacity to identify the powers that generate outcomes. Main Body: We review arguments for and against this position and conclude that critical realist trials are viable. Using the example of an evaluation of the educational effectiveness of virtual reality simulation, we explore whether Partial Least Squares Structural Equation Modelling can move statistical analysis beyond correlational analysis to support realist identification of the mechanisms that generate correlations. Conclusion: We tentatively conclude that PLS-SEM, with its ability to identify ‘points of action’, has the potential to provide direction for researchers and practitioners in terms of how, for whom, when, where and in what circumstances an intervention has worked.

가상현실 시뮬레이션 기반 정맥수액주입 핵심간호술 교육 효과

The purpose of this study was to evaluate effects of virtual reality simulation of core fundamental nursing skills for intravenous fluid infusion on nursing students. The research design consisted of a pretest-posttest quasi-experimental design through a nonequivalent control group. Participants in this study were 45 nursing students. They were assigned into two groups: 1) a control group (n = 21), trained using a high-fidelity simulator; and 2) an experimental group (n = 24), trained using virtual reality simulator. Participants were recruited from July 14, 2021 to August 31, 2021. Collected data were analyzed using descriptive statistics, Fisher's exact test, Mann-Whitney U test, and Wilcoxon signed rank test with SPSS/WIN 21.0. There was no significant difference in problem solving ability score (Z = -0.85, p = 0.393) or clinical competence score (Z = -1.11, p = 0.263) between the two groups. However, the experimental group showed a significantly higher self-confidence score (Z = -5.04, p ≤ .001) than the control group. Thus, VR simulation of core fundamental nursing skills for IV can enhance confidence of nursing students.

The effect of virtual reality simulation on police officers’ performance and recovery from a real-life surveillance task

The effect of virtual reality simulation on police officers’ performance and recovery from a real-life surveillance task

Virtual Reality Instructional Design in Orthopedic Physical Therapy Education: A Randomized Controlled Trial

Introduction. Effective clinical decision-making (CDM) skills are essential for physical therapist practice. The purpose of this study was to compare the effects of virtual reality (VR) patient simulation with those of a traditional standardized patient simulation on the CDM of student physical therapists (SPTs). Review of Literature. Authentic experiential learning opportunities are needed to promote CDM. The effects of VR simulation on the CDM of SPTs are unknown. Subjects. Fifty-nine first-year SPTs participated in this study. Methods. A randomized controlled trial compared the effects of VR with those of standardized patient simulation on several aspects of CDM in 59 first-year students after an upper extremity orthopedic unit. Perceived CDM abilities and metacognitive awareness were assessed before and after allocated instruction. Diagnostic accuracy and diagnostic efficiency were measured during instruction. Student engagement was assessed immediately after instruction and psychomotor skill was assessed 1 week later. Results. Statistically significant within-group differences in CDM were noted after both VR and standardized patient instruction, but no between-group differences were found. Although effect sizes were considered large with either learning experience, the observed experimental effect was greater after a VR experience. No between-group differences were found between metacognitive awareness, diagnostic accuracy, or psychomotor skill assessment. Diagnostic efficiency was statistically significantly greater in the standardized patient condition, while engagement was significantly greater in the VR condition. Discussion and Conclusion. Measures of perceived CDM improved regardless of instructional method; however, the effect size was greater after VR. These findings reveal 2 effective experiential learning options to promote CDM. These results exemplify the normative trajectory of CDM development and recommendations for differentiated curricular instruction. Although resource intensive initially, VR technology appears capable of advancing CDM skills in an efficient manner that may minimize future cost and the faculty facilitation associated with standardized patient instruction.

The effectiveness of virtual reality simulation as learning strategy in the acquisition of medical skills in nursing education: a systematic review

This review was aimed to evaluate the effectiveness of virtual reality simulation as a teaching / learning strategy on the acquisition ofclinical skills and performance, self-confidence, satisfaction and anxiety level in nursing education. The Preferred Reporting Items forSystematic Reviews guidelines, using the PICO model that is based on an evidence-based practice process was matched. A total of twenty-three studiesincluded six themes: performance skills (n = 13), self-confidence (n = 8), satisfaction (n = 10), anxiety level (n = 3), self-efficacy (n = 4), and knowledge (n= 15). Experimental randomised control trials and quasi-experimental studies from 2009 to 2019, conducted in English, were included. Nursing students (n= 1797; BSN, ADN, MSc, LPN) participated. This review was indicated that virtual reality simulation provides learning strategy toacquire clinical skills, improve knowledge acquisition, increase self-confidence, self-efficacy, and satisfaction level, and decrease anxiety levels amongnursing students.

Comparison of Learning Effects of Virtual Reality Simulation on Nursing Students Caring for Children with Asthma.

With the global pandemic of the coronavirus disease, virtual reality simulation (vSim) has emerged as a simulation educational method. The purpose of this study is to examine the learning effects of vSim by comparing three different educational modalities of nursing care for children with asthma. A quasi-experimental design with three different teaching methods, vSim, high-fidelity simulation (HFS), and vSim with HFS, were used in the study. The group using vSim with HFS showed the highest scores in knowledge, confidence in practice, and performance compared to groups using vSim or HFS alone. Simulation practice using vSim combined with HFS could be an effective educational method for nursing students.

Effects of Virtual Reality Simulation on Worker Emergency Evacuation of Neonates.

This study examined differences in learning outcomes among newborn intensive care unit (NICU) workers who underwent virtual reality simulation (VRS) emergency evacuation training versus those who received web-based clinical updates (CU). Learning outcomes included a) knowledge gained, b) confidence with evacuation, and c) performance in a live evacuation exercise. A longitudinal, mixed-method, quasi-experimental design was implemented utilizing a sample of NICU workers randomly assigned to VRS training or CUs. Four VRS scenarios were created that augmented neonate evacuation training materials. Learning was measured using cognitive assessments, self-efficacy questionnaire (baseline, 0, 4, 8, 12 months), and performance in a live drill (baseline, 12 months). Data were collected following training and analyzed using mixed model analysis. Focus groups captured VRS participant experiences. The VRS and CU groups did not statistically differ based upon the scores on the Cognitive Assessment or perceived self-efficacy. The virtual reality group performance in the live exercise was statistically (P&lt;.0001) and clinically (effect size of 1.71) better than that of the CU group. Training using VRS is effective in promoting positive performance outcomes and should be included as a method for disaster training. VRS can allow an organization to train, test, and identify gaps in current emergency operation plans. In the unique case of disasters, which are low-volume and high-risk events, the participant can have access to an environment without endangering themselves or clients. (Disaster Med Public Health Preparedness. 2019;13:301-308).

Asynchronous Online Debriefing with Health Care Workers: Lessons Learned

BackgroundThis article describes how monitored asynchronous online debriefing was performed with health care workers who were part of a larger study that examined the effect of virtual reality simulation (VRS) on evacuation of neonates by workers. MethodAsynchronous online debriefing was performed with VRS participants (N = 34). An analysis of discussion board postings was completed. Also, two focus groups provided supplementary data associated with this debriefing experience. ResultsParticipation rates from VRS one to VRS four debriefing ranged from 72% to 53%. Responses were focused more on the VRS format than on participant learning. ConclusionsMonitored online asynchronous debriefing can be beneficial to participants. Clear instructions, facilitator monitoring, and participant commitment are needed for success.

Learning and Retention Using Virtual Reality in a Decontamination Simulation.

The purpose of this study was to examine the longitudinal effects of virtual reality simulation (VRS) on learning outcomes and retention. Disaster preparation for health care professionals is seriously inadequate. VRS offers an opportunity to practice within a realistic and safe environment, but little is known about learning and retention using this pedagogy. A quasiexperimental design was used to examine the use of VRS with baccalaureate nursing students in two different nursing programs in terms of the skill of decontamination. Results indicate that VRS is at least as good as traditional methods and is superior in some cases for retention of knowledge and performance of skills. VRS may provide a valuable option for promoting skill development and retention. More research is needed to determine how to prepare nurses for skills that may not be required until months or even years after initial introduction.

The Effects of Virtual Reality Simulation as a Teaching Strategy for Skills Preparation in Nursing Students

BackgroundAdvancements in virtual reality simulation hold promise for new instructional strategies for basic nursing skills. MethodVirtual reality simulation was designed to support Foley catheter skill proficiency in students with an associate's degree in nursing. An after-only experimental design was used to evaluate skill performance scores, perceived preparation, and practice time in minutes. ResultsIndependent-samples t test revealed no statistically significant differences between the experimental and control groups; however, mean differences revealed positive trends. ConclusionFindings from this study support use of virtual reality simulation as a supplemental tool for teaching students critical steps in clinical skills such as the insertion of a Foley catheter.

Improved Training for Disasters Using 3-D Virtual Reality Simulation

The purpose of this study was to examine the effects of virtual reality simulation (VRS) on learning outcomes and retention of disaster training. The study used a longitudinal experimental design using two groups and repeated measures. A convenience sample of associate degree nursing students enrolled in a disaster course was randomized into two groups; both groups completed web-based modules; the treatment group also completed a virtually simulated disaster experience. Learning was measured using a 20-question multiple-choice knowledge assessment pre/post and at 2 months following training. Results were analyzed using the generalized linear model. Independent and paired t tests were used to examine the between- and within-participant differences. The main effect of the virtual simulation was strongly significant (p < .0001). The VRS effect demonstrated stability over time. In this preliminary examination, VRS is an instructional method that reinforces learning and improves learning retention.

Proving the Effectiveness of Virtual Reality Simulation for Training in Laparoscopic Surgery

The aim of this study was to compare learning curves for laparoscopic cholecystectomy (LC) after training on a proficiency based virtual reality (VR) curriculum with that of a traditionally trained group. Simulator-based training has been shown to improve technical performance during real laparoscopic procedures, although research to date has not proven the persistence of this effect over subsequent cases. Twenty novice surgeons underwent baseline laparoscopic skills testing followed by a 1-day didactic training session. Control subjects (n = 10) performed 5 cadaveric porcine LCs each; VR-trained subjects (n = 10) completed a VR training curriculum followed by 3 porcine LCs each. A further 10 experienced laparoscopic surgeons (>100 LCs) performed 2 porcine LCs each to define benchmark levels. Technical skill assessment was by motion analysis and video-based global rating scores (out of 35). There were no intergroup differences in baseline skill. The first LC revealed significant differences between control and VR groups for time (median 4590 seconds vs. 2165 seconds, P = 0.038), path length (169.2 meters vs. 86.8 meters, P = 0.009), number of movements (2446 vs. 1029, P = 0.009), and video scores (17 vs. 25, P = 0.001). The VR group, although not a control, achieved video and dexterity scores equivalent to expert levels of performance. A proficiency based VR training curriculum shortens the learning curve on real laparoscopic procedures when compared with traditional training methods. This may be a more cost- and time-effective approach, and supports the need for simulator-based practice to be integrated into surgical training programs.