{"title":"Development and Evaluation of a Virtual Reality Program for Immediate Newborn Care Training in Nursing Education: A Feasibility Study.","authors":"Hsiao-Ying Hung, Yu-Wen Wang, Min-Chai Hsieh, Po-Yu Chen, Ying-Ju Chang","doi":"10.5334/pme.1538","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Nursing education equips students with the skills necessary to navigate the clinical environment. Repetitive training in complex skills ensures patient and student safety. Immersive virtual reality (VR) offers a realistic and safe environment for such repetitive learning processes. However, the feasibility of integrating such technology into the training of immediate newborn care skills remains unexplored.</p><p><strong>Methods: </strong>In this feasibility study, the care procedure for immediate newborn care (INC) was standardized and converted into a VR teaching model. Experts and students were then recruited to assess and evaluate the suitability, usefulness and user-friendliness of the INC-VR model. A total of 35 students were recruited and allocated to a VR learning group and a traditional learning group to evaluate the INC-VR model in terms of knowledge acquisition, skill confidence, performance accuracy, and the time required to complete the INC tasks.</p><p><strong>Results: </strong>Thirteen INC care tasks were transformed into a 15-minute INC-VR model, and the suitability, usefulness, and user-friendliness of the model were validated by both students and experts. Furthermore, students in the VR group demonstrated comparable INC knowledge, confidence, and performance accuracy to those in the traditional group, with a more time-efficient learning framework (10.3 minutes vs. 35 minutes).</p><p><strong>Discussion: </strong>The INC-VR model developed herein can supplement traditional teaching to enhance students' learning. This model could provide an accessible platform for additional practice and remediation, addressing the limitations of real-time skill practice opportunities. Therefore, it may also serve as a valuable reference for other institutions developing similar VR educational tools.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"13 1","pages":"620-628"},"PeriodicalIF":4.8000,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11639688/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives on Medical Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.5334/pme.1538","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Nursing education equips students with the skills necessary to navigate the clinical environment. Repetitive training in complex skills ensures patient and student safety. Immersive virtual reality (VR) offers a realistic and safe environment for such repetitive learning processes. However, the feasibility of integrating such technology into the training of immediate newborn care skills remains unexplored.
Methods: In this feasibility study, the care procedure for immediate newborn care (INC) was standardized and converted into a VR teaching model. Experts and students were then recruited to assess and evaluate the suitability, usefulness and user-friendliness of the INC-VR model. A total of 35 students were recruited and allocated to a VR learning group and a traditional learning group to evaluate the INC-VR model in terms of knowledge acquisition, skill confidence, performance accuracy, and the time required to complete the INC tasks.
Results: Thirteen INC care tasks were transformed into a 15-minute INC-VR model, and the suitability, usefulness, and user-friendliness of the model were validated by both students and experts. Furthermore, students in the VR group demonstrated comparable INC knowledge, confidence, and performance accuracy to those in the traditional group, with a more time-efficient learning framework (10.3 minutes vs. 35 minutes).
Discussion: The INC-VR model developed herein can supplement traditional teaching to enhance students' learning. This model could provide an accessible platform for additional practice and remediation, addressing the limitations of real-time skill practice opportunities. Therefore, it may also serve as a valuable reference for other institutions developing similar VR educational tools.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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