Sunghee H. Tak , Dayeon Lee , Inyoung Suh , Hyein Choi , Eunbi Lee
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Abstract
Aim
This study aimed to examine the effects of an integrated fall educational intervention on nursing students’ knowledge, attitude and self-efficacy. In addition, both immersive and non-immersive virtual simulations which were used in fall education were investigated in terms of usability, user experience and satisfaction among the participants.
Background
Falls among the older population have a significant impact on morbidity, mortality and healthcare costs, making it essential to incorporate fall risk assessment and management education into the geriatric nursing curriculum to prepare future nurses for improving older patients' health.
Design
This study was a quasi-experimental study with a two-group, pretest-posttest design.
Method
Ninety-two undergraduate nursing students were recruited with 36 in the experimental group and 56 in the control group. Data were collected through survey questionnaires before and after the intervention.
Results
There were significant improvements in both fall knowledge and self-efficacy following the intervention in the experimental group (p < .001). In particular, compared with the control group, self-efficacy was significantly improved in the experimental group (p < .01). Participants reported greater usability, attractiveness, perspicuity, novelty, stimulation, dependability, efficiency and satisfaction in the immersive compared with the non-immersive virtual simulation. However, some participants experienced some discomfort such as dizziness, motion sickness and the heaviness of the head-mounted display device.
Conclusion
An integrated fall educational intervention using virtual-reality simulations for nursing students can increase fall-related knowledge and self-efficacy. When designing an effective educational program, educators should consider the strengths and weaknesses of immersive and non-immersive virtual simulations.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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