Search

Background: Digital education using immersive virtual reality (VR) technology is available in nursing. Evidence of its effectiveness is essential. Purpose: This review analyzed the effectiveness of and barriers to using immersive VR in nursing education. Methods: A structured search was performed in PubMed, Cumulative Index to Nursing and Allied Health Literature, EMBASE, PsycINFO, Web of Science, and ProQuest Nursing & Allied Health Database. The Medical Education Research Study Quality Instrument was used to assess the quality of studies. Results: The final review was composed of 9 studies of moderate to high quality published between 2018 and 2020. The review indicated that immersive VR increased learning, cognitive, and psychomotor performance. Most participants of the studies preferred using immersive VR in education and with a variety of experiential scenarios. Barriers were associated with technological hardware and software (eg, simulation sickness, lack of visual comfort). Conclusion: The review supports the viability of immersive VR technology in nursing education. [ABSTRACT FROM AUTHOR]

Virtual simulation has been used in nursing and other health care professions to provide student opportunities to experience real-life clinical scenarios with interactive computerized virtual patients. This pilot study used a randomized, controlled, pre-test, post-test design to compare the outcomes of critical thinking, confidence, and satisfaction with Digital Clinical Experiences™ (intervention) compared to written case studies (control). Twenty-seven RN-BSN nursing students enrolled in a Pathophysiology-Pharmacology online accelerated course participated. Although critical thinking scores increased for the intervention group and decreased for the control group, there were no statistically significant differences pre to post test. Participants using the Digital Clinical Experiences™ had higher confidence and satisfaction compared with those using case studies. Further evaluation is warranted to determine the efficacy of virtual simulation compared to other online learning methods. • Use of virtual simulation in online accelerated nursing education is feasible. • Virtual simulation increases critical thinking, confidence, and satisfaction. • Virtual simulation shows potential in nursing education. • Further research is needed to evaluate virtual simulation outcomes for RN-BSN students. [ABSTRACT FROM AUTHOR]

Background Nurses frequently face incivility. Nursing students are ill-prepared to cope with incivility in the workplace. Method This study evaluated nursing students' responses to a simulation activity focused on incivility. Students' anxiety and self-efficacy were measured before and after simulation. Results Prelicensure nursing students (n = 44) had a mean age of 22.73 years (SD = 5.32). Mean anxiety levels decreased from presimulation ( M = 44.9) to postsimulation ( M = 41.5) ( t [36] = 1.69; p = .098). Similarly, the self-efficacy decreased from presimulation ( M = 30.13) to postsimulation ( M = 29.67) period ( t [36] = 0.4, p = .69). In postsimulation reflections, 89% (n = 39) of students found the simulation beneficial. Conclusions Simulation provides students a safe environment to practice communication, resulting in increased student comfort and agency. [ABSTRACT FROM AUTHOR]

The article highlights to provide guidelines for the use of Facebook as an alternative to learning management systems (LMS) discussions for online Registered Nurse-Bachelor of Science in Nursing students.